Information educational technologies in dou. The use of information and communication technologies (IC) in preschools. Conditions and results of ICT implementation

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

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

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

Modern society, developing on the basis of the use of new information and technical means, places increasing demands on informatization in preschool educational institutions. Information and computer technologies have begun to be actively used in preschool educational institutions.

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

Federal Law “On Education” in the Russian Federation
Concept of social economic development 2020, Appendix to letter dated 05/08/08 No. 03-946: “Computer technologies are currently intended to become not an additional “add-on” in training and education, but an integral part of the holistic educational process, significantly increasing its quality”
Information letter of the Ministry of Education of the Russian Federation dated May 25, 2001 No. 753/23-16 “On the informatization of preschool education in Russia”
Order of the Government of the Russian Federation dated December 17, 2009 N 1993-r (together with the Consolidated List of Priority State and Municipal Services Provided by Executive Authorities of Subjects Russian Federation and local governments in in electronic format, as well as services provided electronically by institutions of Russian constituent entities and municipal institutions")
Federal Law No. 293 of November 8, 2010 on optimizing the provision of public services in the field of education, on the creation of an educational institution website that meets uniform requirements.
Concept of the federal target program “Development of informatization in Russia for the period until 2012”
Federal target program “Development of a unified educational information environment”
Concept of the federal target program “Development of informatization in Russia for the period until 2010”
Program for the development of teacher education in Russia for 2001-2010
Resolution of the Chief State Doctor of the Russian Federation “On approval of SanPiN 2.4.1.2660-10 dated July 22, 2010 No. 164” as amended
Decree of the Government of the Russian Federation dated April 18, 2012. No. 343 “On approval of the rules for posting on the Internet and updating information about educational institutions”
Order of the Ministry of Education of the Russian Federation “On approval of the FGT to the conditions for the implementation of the basic general education program of preschool education dated July 20, 2011. No. 2151
Order of the Ministry of Education and Science of the Russian Federation “On approval of the FGT to the structure of the main general education program of preschool education dated November 23, 2009. No. 655."

The use of information and communication technologies in kindergarten is a pressing problem of 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 a dynamically changing world, constant improvement and complication of technology, informatization of the education sector is acquiring fundamental importance.

This direction of development of the educational industry, as emphasized in government documents, is recognized as the most important national priority. For example, in the “Concept of Modernization Russian education for the period until 2010,” Chapter 2, dedicated to the priorities of educational policy, states the following: “To achieve a new quality of education, informatization of education and optimization of teaching methods will be carried out.” “Computer technologies are currently intended to become not an additional “makeweight” in training and education, but an integral part of the holistic educational process, significantly increasing its quality” (From the “Concept of long-term socio-economic development of the Russian Federation for the period until 2020”).

Despite the adoption of the priority national project "Education" (direction "Internetization of Education") and the Concept of the federal target program "Development of Informatization in Russia for the period until 2010", Russia cannot yet say that it has a comprehensive policy in the field of implementation of information technologies in the activities of preschool educational institutions. It is the introduction of ICT that will allow the most complete and successful development of the abilities of a preschool child.

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

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

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

What is ICT?

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

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

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

Information Technology- this 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. 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.

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

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

Thus, in the order of the Ministry of Education and Science of the Russian Federation dated July 20, 2011 No. 2151 “FGT to the conditions for the implementation of the basic general education program of preschool education,” they impose certain requirements for staffing. One of the main requirements is the teacher’s knowledge of information and communication technologies and the ability to apply them in the educational process. 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. Therefore, in our preschool educational institution, the primary task at present is to increase the computer literacy of teachers, to master their work with educational software systems, and the resources of the global computer network Internet so that in the future each of them can use modern computer technologies to prepare and conduct classes with children at a qualitatively new level.

The experience of our MBDOU shows the real possibility of implementing the main tasks of informatization in management activities, since the following media devices for the administration have already become familiar: digital cameras, video cameras, printers, scanners, copiers, laminators, DVD players, televisions, Cell phones with the ability to access the Internet. Compared to the last academic year, the percentage of teachers proficient in ICT increased by 50%, including teachers with zero computer experience.

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

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

Possibilities of using ICT in the educational process

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

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

Conditions and results of ICT implementation

Increasing teacher ICT competence	Step by step, the development of computer technology is becoming more and more confident. The teacher is not afraid of the computer, finds it a faithful assistant, and sees the prospects for its use.
Availability of free access to a computer in the institution. A stronger condition may be the presence of a computer at the teacher’s workplace.	There is an opportunity to apply the acquired knowledge in practice. The teacher can conduct a lesson using a computer and prepare materials for the lesson. Children perceive change positively.
Availability of ESM and methods of their use	New source for full-fledged work. Excessive amount of information with the ability to choose the necessary content of the future lesson. An opportunity to intensify children’s independent and research activities.
Opportunity to share experience. Pedagogical innovations	Satisfying personal and professional ambitions, helping colleagues. Recognition from the professional community. Career growth.
Availability of an ICT consultant at the institution	In case of anxiety or failures in working on the computer, he will provide help and tell you who to contact. Coordinates interaction with other teachers.
Formation of an information and educational environment in an institution based on the use of ICT	There is an opportunity for the development and self-development of a teacher, improving his educational and methodological activities, pedagogical creativity and information competence.

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

The use of computer technology helps teachers in their work:

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

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

Computer
Multimedia projector
Printer
VCR, DVD player
TV
Record player
Camera
Camcorder
Electronic boards

We can also highlight the following types of interactive materials:

photos;
videos;
video fragments (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's dwell on benefits use of 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 GCD, 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, textual, 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 didactic 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 holding parent meetings.

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

From the experience of our preschool educational institution

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

weeks of pedagogical excellence;
master classes;
pedagogical workshops and mentoring;
training seminars;
work in pairs;
thematic seminars.

Presentation of best practices is the fastest, most efficient form of resolving contradictions that have arisen in practice, and quickly responding to public demands and a changing situation. In order to promote the experience of the best teachers, weeks of pedagogical excellence are organized at preschool educational institutions. As part of the Week of Excellence, teachers hold open demonstrations at which the best experience in introducing information technology into the educational process is presented.

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

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

This makes it possible to score the highest possible score when passing the certification. ICT will give any teacher or educator the opportunity to directly access information space both with asking for methodological help from various service departments (there are many of them that need to be created), and with broadcasting your work experience. ICT will allow the teacher to communicate more widely at various methodological events, for example, video master classes, webinars, etc. Communication with parents of students using ICT is another reality.

One of the main conditions for the introduction of information technologies in preschool educational institutions is that children should be worked with by specialists who know the technical capabilities of a computer, have the skills to work with them, strictly follow sanitary standards and rules for using computers, and are proficient in the methods of introducing preschoolers to new information technologies.

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

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

When computers 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 and wet cleaning - wiping tables and display screens before and after classes, wiping the floors after classes.

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

Computer: Pros and Cons

Advantages of a computer:

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

Computer disadvantages:

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

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

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

Compared to traditional forms of teaching preschoolers the computer has a number of advantages:

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

Thus, it is safe to say that the computer is efficient technical means, with the help of which you can significantly diversify methodological work in preschool educational institutions.

Bibliography:

1. Apatova N.V. Information technologies in school education. - M., 1994
2. Bezrukikh M.M., Paramonova L.A., Slobodchikov V.I. and others. Pre-school education: “pros” and “cons”//Primary education.-2006.-No. 3.-P.9-11.
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The use of modern information and communication technologies in the educational process: an educational manual
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Municipal budget preschool educational

institution "Kindergarten" 59 "Yagodka" of the city of Tambov

Usage

information and communication technologies in preschool educational institutions

Methodological development

Biryukova Ekaterina Yurievna,

MBDOU teacher

"Kindergarten" No. 59 "Berry"

Tambov 2018

Explanatory note

The presented methodological development is recommended to help preschool teachers and students of pedagogical educational institutions.

This work highlights the issues of using information and communication technologies in preschool educational institutions when organizing educational activities taking into account the age of pupils, provides recommendations for organizing the educational process using information technologies, suggests topics for presentations, recommendations for creating virtual excursions, describes practical experience in the use of ICT in pedagogical activity of the teacher. This development will help improve the professional competence of teachers and practical experience.

INTRODUCTION

The concept of modernization of modern domestic education places special emphasis on the use of ICT. Information competence is identified as one of the main components of the quality of the educational process.

Currently, our country is implementing the Information Society Development Strategy, which is related to the availability of information for all categories of citizens and the organization of access to this information. Therefore, the use of ICT (information and communication technologies) is one of the priorities of education. And the means of information and communication technologies help the teacher to diversify the forms of support for the educational process, improve the quality of work with parents of students, and also popularize the activities of the group teacher and kindergarten as a whole.

The introduction of computer technology today is a new stage in the educational process. Preschool educational institutions not only did not stand aside, but also actively participated in the process of widespread use of ICT in their practice.

The use of information and communication technologies in kindergarten is a pressing problem of modern preschool education. Gradually, computer technology is entering the preschool education system as one of the effective ways transfer of knowledge. This modern way develops interest in learning, fosters independence, develops intellectual activity, allows development in the spirit of modernity, makes it possible to qualitatively update the educational process in preschool educational institutions and increase its efficiency.

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

The theoretical justification for the need to use information technology for the development and education of children has been continued in the research of domestic scientists. A.V. Zaporozhets, in his work “Problems of preschool play and its management for educational purposes,” gave detailed examples of the use of a computer as a means of cognitive development of a child. S.L. Novoselova, in her book “Problems of informatization of preschool education,” argued that the introduction of a computer into the system of didactic tools in a kindergarten can become a powerful factor in enriching the intellectual, aesthetic, moral and physical development of a child. D.B. Bogoyavlenskaya showed that children who work with computer game programs using a specially built system have a high potential for intellectual and creative development.

Target my methodological development:

introduction of information and communication technologies to create a unified information space of an educational institution, a system in which all participants in educational relations are involved and connected at the information level forimproving the quality of the educational process

Thus, 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.

II . Use of ICT in preschool educational institutions

1. Theoretical justification for the need for ICT knowledge.

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

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

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.

1.1. ICT capabilities

The use of computer technology helps teachers in their work:

attract passive listeners to active activities;

make educational activities more visual and intensive;

to form an information culture among children;

activate cognitive interest;

implement student-centered and differentiated approaches to learning;

to discipline the teacher himself, to form his interest in work;

activate thought processes (analysis, synthesis, comparison, etc.);

ICT will enable any teacher to directly access the information space, both by seeking methodological assistance from various service departments and by broadcasting their work experience.

ICT will allow the teacher to communicate more widely at various teaching events, for example, video master classes, webinars, etc.

work with paper media is significantly reduced, since almost all text information compiled and stored electronically;

Less effort and time is spent preparing visual and didactic support for GCD.

with the help of ICT, conditions are created for professional self-development: electronic textbooks, articles; On the Internet you can get acquainted with periodicals and exchange information with colleagues via e-mail.

Communication with parents of pupils using ICT is another reality.

ICT is primarily:

transformation of the developing subject-spatial environment,

creation of new means for the development of children,

use of new visibility,

additional information that for some reason is not in the printed publication,

a variety of illustrative material, both static and dynamic (animations, video materials),

in the information society, networked electronic resources are the most democratic way to disseminate new pedagogical ideas and new teaching aids, available to teachers regardless of their place of residence and income level,

Internet search engines provide teachers with the opportunity to find almost any material on development and learning issues and any photographs and illustrations.

Selection of illustrative material for joint organized activities between the teacher and children and for the design of stands and groups.

Selection of additional educational material.

Exchange of experience, acquaintance with periodicals, the developments of other teachers.

Preparation of group documentation and reports.

Creating presentations in the Power Point program to increase the effectiveness of joint organized activities with children and the pedagogical competence of parents in the process of holding parent-teacher meetings.

By creating a unified database of methodological and demonstration materials, the teacher has more free time. Proper use of modern information technologies can significantly increase children's motivation to learn, recreate real objects or phenomena in color, movement and sound, which contributes to the widest development of their abilities and activation of mental activity.

TodayICT 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 - playing.

IN accessible form, brightly, figuratively, present material to preschoolers that corresponds to the visual-figurative thinking of preschool children.

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

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

Encourage children to solve problematic problems and overcome difficulties.

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

1.2. Advantages of a computer

Compared to traditional forms of teaching preschoolersThe computer has a number of advantages:

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

Provides clarity, which promotes perception and better memorization of material, which is very important, given the visual-figurative thinking of preschool children.

Slideshows and video clips allow you to show those moments from the 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;

You can also simulate life situations that are impossible or difficult to show and see in everyday life (for example, reproducing the sounds of nature; the operation of transport, etc.);

Presenting information on a computer screen in a playful way arouses great interest among children. It carries a figurative type of information that is understandable to preschoolers.

Problematic tasks and encouraging the child to solve them correctly with the computer itself are a stimulus for children’s cognitive activity.

The child himself regulates the pace and number of game learning tasks to be solved.

In the process of working at the computer, a preschooler gains self-confidence and the belief that he can do a lot.

Allows you to simulate life situations that cannot be seen in everyday life (rocket flight, flood, unexpected and unusual effects);

The computer is very “patient”; it never scolds the child for mistakes, but waits for him to correct them himself.

The use of information technology encourages children to engage in exploratory research activities, including searching the Internet independently or together with their parents.

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

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

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

Currently, I work with documents electronically, using three products from the packageMSOffice – Word, ExcelAndPowerPoint.

In formatExcelI keep a list of children and an attendance register, formatWordI use it for calendar planning and questionnaires for parents.

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

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

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

1.4. Requirements for the use of ICT in working with preschool children

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 planning activities, you need to take into account the conditions and requirements for the use of information and communication technologies in the educational process and avoid the following mistakes:

Failure to comply with sanitary and epidemiological rules,

Incorrect definition of the didactic role and place of ICT in educational activities,

Unplanned, random use of ICT, often there is an oversaturation of animation, slides, drawings, inappropriate for the age of children.

Modern medical research shows that there are no negative effects on the health of preschool children when working with a computer if hygienic conditions are observed (high level of illumination, clear and contrasting image on the screen, optimal eye distance to the screen 55-65 cm, comfortable posture) and ergonomic (duration of gaming sessions should not exceed 10-15 minutes) requirements. To relieve muscle tension in children after working (games, classes) on the computer, it is necessary to perform finger and

oculomotor gymnastics. 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 with 5 computer use should be reduced for children 5 years old to 7 minutes, for children 6 years old - to 10 min. 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.It is desirable that the monitor be LCD or plasma.

A child wearing glasses must use them while using the computer. 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.

To conduct frontal classes, you must use a multimedia projector, the distance from the screen to , on which children sit 2 - 2.5 meters. To maintain an optimal microclimate and prevent accumulationstaticand deterioration of the chemical and ionic composition of air, it is necessary: ventilation or group room before and after classes and wet cleaning - wiping tables and display screens before and after classes, wiping floors after classes.

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

The combination of information computer technologies and innovative pedagogical methods increases the efficiency and quality of educational programs, enhances the adaptability of the education system to the levels and characteristics of students’ development. The Law of the Russian Federation “On Education” proclaims this direction as one of the main principles of state policy in the field of education.

2. The use of ICT in working with preschool children.

One of the main conditions for the introduction of information technology in preschool educational institutions is that children should be worked with by specialists who know the technical capabilities of a computer, have the skills to work with them, and clearly performand rules for using computers, mastering the methods of introducing preschoolers to new information technologies. Considering this,priorityis now becoming increasingteachers, their mastery of working with educational software systems, the resources of the global computer network Internet so that in the future each of them can use modern computer technologies to prepare and conduct classes with children at a qualitatively new level.

2.1. Classes with multimedia support.

The use of information technology in classes at preschool educational institutions allows one to overcome the intellectual passivity of children in the classroom and makes it possible to increaseeffectiveness of preschool teacher.

There are 2 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, they analyze and information resources, the necessary material for the lesson is selected.

Sometimes it is very difficult to select the necessary materials to explain the topic of the lesson, so presentation materials are created using Power Point or other multimedia programs.

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

Using multimedia presentations, I teach children complexes of visual gymnastics and exercises to relieve visual fatigue. Pictures appear on the monitor screen - symbols of various exercises. Children love both exercise and multimedia. They perform “Stars”, “Fish”, “Winter Forest” and other exercises while looking at the screen. Children's eye movements correspond to the movements of objects on the screen.

However, I would like to note that the use of computer tasks does not replace the usual correctional methods and technologies of work, but is an additional, rational and convenient source of information, clarity, creates a positive emotional mood, motivates both the child and his mentor; thereby speeding up the process of achieving positive results at work.

Multimedia presentations allow you to present educational and

developing material as a system of bright 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 use of computer slide presentations in the process of teaching children has the following advantages:

· Implementation of polysensory perception of material;

· Possibility of demonstrating various objects using a multimedia projector and projection screen in a many times enlarged form;

· Combining audio, video and animation effects into a single presentation helps compensate for the amount of information children receivefrom;

· Possibility of demonstrating objects more for perception of an intact sensory system;

· Activation of visual functions, visual abilities of the child;

· Computer presentation slide films are convenient to use for displaying information in the form of printouts in large print on the printer as a handout for classes with preschoolers. For example:

The use of multimedia presentations allows you to make classes emotionally charged, attractive, arouse keen interest in the child, and are an excellent visual aid and demonstration material, which contributes to the good results of the lesson.

To familiarize 6-7 year old pupils with the natural world, I developed presentation topics:

Seasons.

The plant world: what is it like?

The earth is our common home.

Animals of the Tambov region.

Beavers.

What is a forest?

Undersea world.

Wildflowers.

Red Book.

Insects.

Invisible air.

Birds of our region.

Miracle trees.

We are responsible for our planet.

Travel to the country of Vitaminia

On the farm.

I use presentations both personally created and by my colleagues from the electronic bank of preschool educational institutions, I also use presentations from the Internet.

The use of an interactive whiteboard in kindergarten allows children to develop their ability to navigate the information flows of the world around them, master practical skills in working with information, develop versatile skills, which contributes to the conscious assimilation of knowledge by preschoolers and increases the child’s level of readiness for .

Working with an interactive board allows you to use didactic games and exercises, communicative games, problem situations, and creative tasks in a new way in educational activities. Using an interactive whiteboard using multimedia technologies(graphics, color, sound, video materials) allows you to simulate various situations and environments in the classroom. Game components included in multimedia programs activate children’s cognitive activity and enhance the effectiveness of learning material. The technology of the board, based on the principle of a resistive matrix, is the most widespread in the world and the safest for health.

Another advantage of using an interactive whiteboard in kindergarten is the ability to make virtual trips and conduct integrated classes.

The use of ID in a child’s joint and independent activities is one of the effective ways to motivate and individualize learning, develop creative abilities and create a favorable emotional background.

Thus, classes with multimedia support increase the speed of information transfer to children, improve the level of its understanding, which contributes to the development of all forms of thinking.

2.2 . Computer-assisted classes .

Most often, such classes are conducted using game-based training programs. In this lesson, several computers and tablets are used, on which several students work simultaneously.

Working with an electronic textbook or tablet, 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 are not enough good computer programs, which 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" dictionarieswith good animation.

3. ART studios, protozoa graphic editor with drawing libraries.

4. Travel games, “action games”.

5. The simplest programsBy ,and 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 outside 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.

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.

To date this is the only , not regulated by special . Teachers have to independently study the approach and implement it in their activities.

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

2.3. Practical use ICT in the classroom

The use of ICT to implement the integration of educational areas ensures the activity of children when examining, examining and visually highlighting the signs and properties of objects.

I use information technology at all stages of the lesson: when explaining new material, consolidating, repeating, monitoring.
ICT didactic material is varied in content and form. I often use videos, photographs (reproductions) of the electronic encyclopedia, various tests, and developmental tasks.

When developing educational activities using ICT, I pay special attention to children’s health. Be sure to include physical and dynamic breaks, eye exercises, and changing positions.

Classes using information technology not only expand and consolidate acquired knowledge, but also significantly increase the creative and intellectual potential of students.

Thus, the work spent on managing cognitive activity using ICT tools is justified in all respects:

improves the quality of knowledge

promotes the child in overall development

helps overcome difficulties

brings joy to a child's life

allows for learning in the zone of proximal development

creates favorable conditions for better mutual understanding between teachers and students and their cooperation in the educational process.

In addition, fragments of classes in which presentations are used reflect one of the main principles of creating modern occupation- the principle of attractiveness. Thanks to the presentations, children who were usually not very active in the classroom began to actively express their opinions and reason.

I have accumulated experience in using ICT in the formation of mathematical concepts in preschool children. I include ICT in the organization of educational activities for the formation of mathematical concepts in preschool children. I use it to organize direct educational activities for children, joint developmental activities of the teacher and children, and create a developmental environment (games, manuals, teaching materials). When using ICT, I rely on the fact that in preschool children visual-figurative thinking predominates, so they actively use the principle of visualization in their work. To implement this principle, I use a variety of static and dynamic illustrative material. I also use Internet resources, which allows them to make the process of forming mathematical concepts of preschool children visual, information-rich and comfortable in the formation of mathematical concepts of preschool children. In practice, preschool educational institutions use computer game program“Lessons from the wise Owl” and “Learning with Logosha”

Their goal: to promote the solution of developmental problems for children of senior preschool age, namely: attention, thinking (classification, seriation), spatial concepts, speech development, vocabulary activation, consolidation of the concept of size (big, small, long, short, high, low), consolidation of the colors of the spectrum, geometric shapes, exercise in direct counting within 10 and the ability to correlate numbers with numbers, development of fine motor skills of the hand. Wise Owl and Logosha, in a fun and accessible way for children, help to work on developing mathematical concepts in children, and also tell them a lot of interesting and useful information. The peculiarity of these programs is their brightness and accessibility, ease of control, and fun games and interesting tasks await children at each stage of work.

I prefer using PowerPoint to create illustrative material for screen display. Rationale: the need to use ICT in educational activities for the formation of mathematical concepts in preschool children due to the need to use a large amount of visual material, which does not always meet modern requirements.

I use a presentation as part of a lesson, for example, to conduct a didactic game, introduce new material, test knowledge, etc. But I see the main purpose of ICT in performing individual tasks, as well as in demonstrating illustrative material. In addition, GCDs using the PowerPoint program allow you to integrate audiovisual information in various forms (video, animation, slides, music), stimulate children's attention due to the ability to demonstrate phenomena and objects in dynamics.

ICT can be organically integrated into any stage of educational activities aimed at developing mathematical concepts in children. It all depends on the topic of the lesson, the goals and objectives set, as well as on the general level of the group of children being taught. So, children can be brought to the computer at the beginning of the lesson. This will generate interest in the topic. ICT elements can be used in the middle of a lesson, allowing for a change of activities. The use of ICT is possible and appropriate in the final part of classes at the stage of assessing children’s work, then the use of ICT acts as a reward for Good work in class.

In classes on the mathematical development of preschoolers, I use a computer to solve the problem of a lack of mobile visualization, when children, under my guidance, compare geometric shapes using the method of superimposition on the monitor screen, repeat forward and backward counting, number composition, and solve movement problems. The lesson includes all types of gaming activities: games to develop mathematical abilities, games to develop attention and thinking, outdoor games, games that combine speech and movement, games to develop hand motor skills. She has developed a series of didactic games for children of senior preschool age to develop logical thinking and attention: “Find the extra figure”, “Logical tasks”, “Games with Dienesh blocks”, “Who lives where?”, They are in the electronic data bank of the preschool educational institution and are recommended for educators for working with children. To develop interest in classes on speech development, I offer students creative tasks that can be expressed in: solving a crossword puzzle, a rebus on a topic. But first, a problematic situation is created in front of the children. The use of presentations allows you to diversify the types of vocabulary work and clearly demonstrate the division into groups of words according to various criteria. When introducing preschoolers to fiction and folklore, I include audio media in the content of classes, offering recordings of exemplary reading of short literary works. This teaches expressive reading, the ability to feel the mood, and determine the character of the characters. Reading poetry accompanied by a well-chosen soundtrack evokes a storm of emotions in the souls of little listeners, a desire to try to evoke the same feelings in others. Presentations help to conduct quizzes and recognize a work by illustration.

Using the program"Learning to speak correctly» helped to develop in children the ability to listen and determine the desired sound, determine the number of syllables, and develop lexical and grammatical skills.

To teach preschoolers the basics of literacy, I developed a “Toy Library” using a differentiated approach to children’s tasks. The presentation helped eliminate the routine work of making cards.

In my work I implement the programs “Games for Tigers”, “Develop Games for Preschool Children”, “Learning with Logosha”.

Game computer program “Lessons of Living Nature. The world".

Using the gaming computer program “Lessons of Wildlife. The World around us” I help children not only get acquainted with the world around them, but also introduce them to the rules of safe interaction with it. The educational material is presented in a playful form that is most suitable for children's perception. Numerous tasks that a child completes while communicating with an animated character allow him not only to easily and firmly grasp the program material, but also to develop attention and logical thinking.

Children not only get to know wild animals, but also help them in various problem situations; in return, the animals play various educational games with the children.

These teaching aids help me activate the cognitive activity of students and provide a high degree of visualization of the educational process.

The basis of the lesson is a presentation of new material, illustrated with drawings, simple and animated diagrams, animation and video films.

Preschoolers have little life experience and therefore many images of the world around them are unfamiliar to them. AWith the help of ICT we have the opportunity to select rich illustrative material. Familiarizing children with the world around them is precisely the area where the use of visual and audio effects creates the most complete picture for the perception and use of the presented material in life.
However, even a large number of visual aids and demonstration posters will not be able to cover to the same extent the entire amount of information available for multimedia technologies that combine text, sound,graphics, photos, videos in one digital representation, allowing children to create the most accurate understanding of the world around them.

Solving this issue under the control of interactive software, using modern technical and software(television and video equipment) a diverse range of

and precise information about:

1. animals and plants;

2. natural phenomena.

The use of multimedia in classes in a preschool institution does not change the methods of work (use of visual and explanatory materials), but significantly deepens and expands the quality and volume of information presented to children. The use of modern technologies in the classroom allows students to demonstrate all the phenomena of nature, as well as all its inhabitants. It is possible to demonstrate not only images of a particular individual or phenomenon, but also video materials and listen to sounds, which undoubtedly increases interest in new information, creating clearer ideas.
How exactly can you build a lesson to study the world around you using multimedia? I propose to consider this using the example of studying such a representative of the animal world as the brown bear.

1. Show photo

Fig.1. Brown bear

Fig.2. Brown bear and its tracks

2. Display of video material demonstrating the behavior and habits of the studied object in natural conditions (Fig. 3);

Rice. 3. Video about brown bears

3. Listening to the real sound of a bear roar

4. Study of bear habitats

Rice. 4. Bear habitats

5. Use of printed coloring books, underdrawings, etc. in classes.

Rice. 5. Coloring book “Bears”

Tasks to consolidate knowledge:

1. Name the animal/phenomenon;

3. Guess whose footprints;

4. Who lives where, etc.

And, nevertheless, we should not forget that multimedia technologies, being the best means for presenting versatile and extensive information, are not capable of covering the entire spectrum of knowledge and giving a 100% picture of environmental objects. Thus, knowledge that cannot be transferred by multimedia technologies includes knowledge transmitted through the organs of touch, smell, taste and tactile sensations. The solution to this issue is seen in the use of various handouts during the lesson, as well as conducting classes in the natural location of the objects being studied (excursions and walking).

A well-constructed lesson on studying the surrounding world with preschoolers, using handouts, going out into nature and using multimedia technologies will not only cause delight in children, but will also contribute to better memorization of information, and will also stimulate interest in studying the world around them.

To conduct an interesting educational lesson, I use a variety of demonstration materials so that children can clearly see natural objects that cannot be observed directly in the immediate environment, plant development cycles, diagrams, etc.Also, video fragments, interactive diagrams and models act as multimedia resources. The purpose of various kinds of slide shows and video clips is to show children those moments from the world around them, the observation of which directly causes difficulties. The purpose of diagrams and models is to visually represent processes in inanimate nature, such as the change of seasons, the water cycle, etc.

Communication with a computer helps to arouse keen interest in a preschooler, first as a game, and then as a learning activity. I use this interest as cognitive motivation for the development of voluntary memory and attention, since it is these qualities that ensure the child’s psychological readiness for school.

2.4. The practice of using ICT during routine moments when organizing joint activities with a child.

I use ICT in organizing additional education, during regime moments when organizing joint activities between an adult and a child.

Children do not have the opportunity to attend the Opera and Ballet Theater. Video recordings of excerpts from performances transport the child into the world of a fairy tale, and stage effects give a feeling of magic.

Presentations become especially relevant when studying folk dances. Together with the choreographer, we introduce our students to the customs and traditions of various peoples. The whole variety of folk costumes is presented to children on the bright pages of presentations. We include elements of visibility in the educational process. Children get acquainted with great composers, choreographers and dancers.

My students study at the choreographic studio “Zadavaki”.

Using multimedia presentations, together with a choreographer, we learn dance movements with children. Pictures of various dance movements or a video showing movements and composition elements appear on the monitor screen, which allows children to perform the movements correctly.

We use video materials to introduce children to choreographic works and demonstrate concerts. Demonstration of concerts or individual concert numbers of state choreographic ensembles or other professional well-known dance groups raises the bar to which our students strive.

ICTs are an integral element in conducting various types of events, to accompany theatrical skits, productions, fairy tales with children, and when interacting with the children themselves.

Using the global Internet.

The computer gives me the opportunity to actively use access to global network Internet, effectively search and process information, use postal services Internet, maintain contacts and carry out business communication.

For to obtain new professional information I use the Internet, search enginesYandex, Rambler, Google.

The use of modern technologies, in particular the Internet,allows you to increase work efficiency, get acquainted with new products ineducation, achievements and experience of colleagues.

Global computer network for the educational process - a powerful tool that fits seamlessly into the subjects of educational areas, with the help of which I organized the process of transmitting my own teaching experience and self-education.

Using ICT in working with parents.

I use ICT in working with parents: for communication, consultation, I use my website, the website of a preschool institution, email, web page, and the electronic newspaper “Yagodka” for this purpose.I use digital photographic equipment and a video camera for presentations, virtual excursions, and also for exchanging photo and video files with parents.

A new form of work has also emerged. Parents record matinees and joint events on a video camera and, together with their child, look through the material and analyze it. Parents see everything for themselves. Assessment of a child’s activity is objective.

When holding parent meetings, we use presentations, which makes the information more aesthetically pleasing, interesting and visually tangible. We also use computer technology in the production of information leaflets, folders, information stands, in the design of parent corners, and booklets.

It should be noted that one of the innovative forms of working with parents is the use of the official website of the kindergarten, where parents can familiarize themselves with the conditions, dynamics and originality of educational work with children in kindergarten. The necessary information is brought to the attention of parents on issues of ensuring the protection of the child’s rights, his upbringing, preparation for school, and the development of his abilities.Information technology also helps to involve parents in the educational process. Using digital equipment and photo editing programs, we create collages, photo reports about past holidays, entertainment with children, posters,photo exhibitions on various topics and are placed in the information corner for parents.

From the pages of the site, parents receive information about methods of preserving the health of children, their safety, rules of behavior for children in the family and in society, useful tips on training and education of preschool children. Many parents are interested in reading the materials on the site.Using a video camera and related programs is a fundamentally new way to view, store and share public access all video material. We show the interesting stories we filmed to parents at parent-teacher meetings. We also create booklets for parents on routine issues and other topics. We create media libraries that are of interest not only to teachers, but also to parents.

By introducing various forms of communication and information technologies into practice, the degree of parental participation in the educational process has significantly increased.

IV . Recommendations for organizing virtual excursions

The use of ICT in the educational process, as an innovative approach in education, has expanded the possibilities for improving the educational process.

ICT plays an invaluable role when familiarizing with local history material through the use of virtual excursions.

A virtual excursion is an organizational form of educational activity that differs from a real excursion in the virtual display of real-life objects. The advantages are accessibility, the possibility of repeated viewing, clarity, and the presence of interactive tasks.

A virtual excursion when working with preschoolers allows you to obtain visual information about places that are inaccessible for real visits, saving time and money. The advantages of these excursions are that the teacher himself selects the material he needs, draws up the necessary route, and changes the content according to the goals and interests of the children.

As with the development of any project, the preparation of a virtual excursion is based on a certain algorithm of actions that allows you to achieve a successful result. The most important “steps” when creating a virtual tour are:

choosing a topic;

determining the purpose and objectives of the excursion;

selection of literature and compilation of bibliography;

identifying sources of excursion material;

selection and study of excursion objects;

scanning photographs or other illustrations necessary to present the project,

drawing up an excursion route based on video footage;

preparation of excursion text;

determining the technique of conducting a virtual excursion;

excursion show.

The topics of excursions are selected taking into account age characteristics, children’s interests, and calendar and thematic planning. We start by choosing a topic, defining the purpose and objectives of the excursion. Then we select literature and actively conduct preliminary work with parents. Next, based on the received material, we study excursion objects in detail, draw up an excursion route based on the video sequence, determine the technique for conducting a virtual excursion, and prepare a text (commentary) for the excursion. The accompanying commentary can be presented in text form or as an audio recording of the “tour guide’s” voice.

We immerse the child in the plot of organized educational activities by creating motivation through the creation of problematic playful cognitive situations;

We conduct a tour via the Skype computer program or watch a video tour with discussion.

Repeated viewing of video clips according to the wishes and interests of the children.

We end the virtual excursion with a final discussion, during which, together with the children, we summarize, systematize what we saw and heard, and share our impressions.

Conducting a virtual excursion can be carried out in a group or individual activity, the main thing is that the information satisfies the cognitive interests of children and contributes to the use of the mastered material in the practical activities of children (role-playing play, visual, modeling, musical, cognitive, research, motor activities).

Forms of virtual excursions

Multimedia presentations using PowerPoint (“Paintings by Russian artists”, “Folk toys”, “What a builder (dentist, ophthalmologist, cook) needs”, “History of watches”, “Road ABC”, etc.)

Video tours (Excursions “Cities of the Tambov Region”, “Architecture of Tambov: Past and Present”, “Antarctica”, “Chocolate Factory”, “Where is paper made?”, “How a book, a newspaper is created”, “Is it possible to live in the desert?”, “What’s inside a volcano?”, “Russian Museum”, etc.);

Interactive communication using Skype made it possible to expand the possibilities for the development and implementation of a series of activities that help enrich the play activities of older preschoolers in the process of becoming acquainted with professions. Children have the opportunity to take a virtual excursion to workplace their parents (project “I’m at my mom’s (dad’s) work”); introduce children to the life of children of the Far North (project “It’s great to live together!”), form ideas about the local history museum, etc.

The use of virtual excursions creates in children the need to obtain information using accessible means, increases motivation for learning, and forms an active personal position in the world around them.

During virtual excursions, the interaction of the teacher with the students changes: his activity gives way to the activity of the student, the adult’s task is to create conditions for their initiative. Pupils act as full participants; their experience is no less important than the experience of an adult; it encourages pupils to independently search and explore.

I have created a series of virtual excursions.

With the help of virtual excursions, preschoolers got acquainted with the architecture of old and modern Tambov, visited the homeland of S.V. Rachmaninov, traveled through the streets of their hometown. Teachers, preschool specialists, and parents can use virtual excursions in their work. The local history focus of virtual excursions contributed to the formation of moral and patriotic qualities in preschool children and the cultivation of love for their small homeland.

III . CONCLUSION

From all of the above, we can conclude that the use of the methodological development “Use of information and communication technologies in a preschool educational institution” will help improve the professional level of teachers, encourage them to look for new non-traditional forms and methods of teaching, and show creativity. It also helps to understand thatICT cannot be excluded from the process of teaching preschoolers, but on the contrary, it proves the need for the active inclusion of these technologies in the educational process.

Based on self-analysis of the results of my teaching activities on the use of ICT in working with preschoolers, we can conclude that the following happened:

Changes in the quality of students’ knowledge;

Changes in the level of education;

Changes in remembering content;

Changes in the development of interest in educational activities.

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

Thus, the use of ICT in working with preschoolers allows one to broaden the child’s horizons, enrich the pedagogical process, stimulate individual activity and the development of children’s cognitive processes, and educate a creative personality adapted to life in modern society.

IV . BIBLIOGRAPHY

1. Apatova N.V. Information technologies in preschool education. – M., 1999

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Content:
1. Abstract of methodological development.
2. Relevance of methodological development.
3. Activities to implement the pedagogical initiative.
4. Results of the initiative.
5. Methods for assessing the results of introducing ICT into the educational process.
6. Scenario for a series of educational activities using ICT during the week of the thematic block “Water is needed everywhere and always.” Middle group.
7. Scenario for a series of GCDs using ICT during the week of the thematic block “My great land is Krasnoyarsk!” Senior group.
8. Literature used.

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

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

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

In modern society, in a dynamically changing world, in which technologies are constantly improving and becoming more complex, where children live and are formed in an information environment, informatization of the education sector is acquiring fundamental importance.

On the other hand, the introduction of ICT into the practice of my work with children, parents, and subsequently teachers, is due to the following reasons:
1. In accordance with federal state educational standards, the creative group of the MBDOU developed thematic weeks, which corresponds to the principle of a comprehensive thematic construction of the pedagogical process, as a result of which we were faced with the problem of a lack of didactic and visual aids.
2. The current situation in the development of society is such that a child in society is faced with new products technical progress(7D, 9D, gadgets, etc.), when coming to kindergarten it is often difficult to surprise and evoke an emotional response to an ordinary picture and dry presentation of material.
3. One of the main participants in the educational process is the parents of students. There is a problem of involving parents in the pedagogical process, as well as the problem of disseminating information in the parent community.

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

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

ICT tools that I used in working with children and parents:
- Computer with software.
- Multimedia projector.
- A printer.
- Camcorder.
- Camera.
- TV.
- Video recorder.

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

II. Use of ICT in the process of interaction with parents:
. Selection of additional educational material to improve the pedagogical competence of parents (for presentations at parent-teacher meetings, information for stands and moving folders);
. Design of invitations for holiday events, stands for parents, surprise moments for holidays (postcards and collages created in Photoshop).
. Creating thematic presentations in the Power Point program for holding parent meetings and holiday events;
. Use of digital photographic equipment and photo editing programs to create photo reports, photo exhibitions, photo shows and photo gifts for the holiday.
. Using a video camera and corresponding programs to create videos “Lukoshko kindergarten speaks and shows.”
. Creation of a group website on which presentations of classes, video lessons, video and photo reports from the life of the group are posted; parents are informed about current events; receiving information in the form of advice; Feedback with parents, the Site allows parents to get to know teachers, their hobbies and interests better. Such communication with parents of children who are at home due to illness is especially important. They need to be aware of garden life and educational activities.

III. Exchange of experience in the teaching community for the purpose of professional development:
. Creating your own website (block) for posting your work;
. Getting acquainted with periodicals and the work of other teachers on additional education websites;
. Participation in professional competitions;
. Conducting master classes in preschool educational institutions on creating presentations and electronic physical exercises; presentations of work experience in maintaining teacher documentation in electronic form, etc.
Implementation of pedagogical initiative.
The presented pedagogical initiative can be successfully implemented in any preschool educational institution, provided there are proactive teaching staff and appropriate ICT tools. Even without an interactive whiteboard in an educational institution, information technology can be effectively implemented. Having a laptop and a projector, the educational process in a preschool educational institution can be made bright and complete. By placing the equipment in one room, the problem of the lack of information and communication technologies in each group will be eliminated.
Results of the initiative.
The introduction of information and communication technologies into the educational process helps improve the quality of the educational process:
. the transfer of knowledge and accumulated experience is accelerated, teachers have the opportunity to professionally communicate with a wide audience of Internet users, their social status increases;
. when using electronic educational resources, the quality of learning and cognitive motivation among students improves, children adapt faster and more successfully to the changes taking place, and accordingly, an increase in their achievements is observed;
. noting the children's interest in preschool educational institutions, parents began to treat teachers more respectfully, listen to their advice, and participate more actively in group projects, as well as in all group activities.
Thus, the use of information and communication technologies and multimedia in kindergarten allows us to modernize and increase the efficiency of the educational process.

Methods for assessing the results of introducing ICT into the educational process.

	Performance evaluation criteria	Methods for assessing the results of ICT implementation
Pupils	Targets taking into account the age capabilities and individual differences (individual development trajectories) of children.	Observing the activity of children in spontaneous and specially organized activities; for the development of the child in different types of activities.
Parents	Increased parental attendance at pedagogical education events. Participation in organizing and conducting events at preschool educational institutions. A change in the nature of the parent’s questions to the teacher, as an indicator of the growth of pedagogical interests, knowledge about raising children, and the desire to improve them. Parents' use of pedagogical literature.	Questionnaire “Parents’ attitude towards preschool educational institutions.” Analysis of parents' appeals to the teacher and preschool administration. Analysis of protocols of parents’ attendance at pedagogical education and leisure activities.
Teachers	Increasing the degree of ICT competence of teachers. Maintaining group records electronically. Independent creation of presentations in the Power Point program. The use of ICT in the educational process. Replenishment of the media bank.	Questionnaire “ICT in my work.” Analysis of teacher documentation. Analysis of the direct educational activities of educators from the point of view of ICT implementation.

Scenario for a series of educational activities using ICT during the week of the thematic block “Water is needed everywhere and always.” Middle group.
Goal on topic: Expand children's understanding of water through different types of activities.
Tasks:
- give children an idea of the role of water in human life;
- expand children’s ideas about the meaning of water in the world around them, about the forms of its manifestation (river, stream, rain, sea, etc.);
- to develop basic skills in cognitive and research activities;
- expand knowledge about the underwater world;
- familiarization with the concept of the water cycle in nature; with some properties of water;
- expand knowledge about inanimate nature (clouds, clouds, rainbows...);
- activate and enrich children’s vocabulary with nouns, adjectives and verbs on the topic of the lesson;
- cultivate a careful attitude towards water.

Presentation “Blue color of planet Earth” (Appendix 1)

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

Physical exercise “Rain”.
Drop one, drop two,
Very slowly at first.
And then, then, then
Everybody run, run, run.
We opened our umbrellas
Sheltered herself from the rain.

Let's move on to educational and research activities:
sniff - without smell
pour over - liquid,fluid
try it - no taste
compare with milk - no color
add paint - may be stained
We take it in our hands and answer the question: “What is the shape of water?” - without form
pour the dishes into different shapes and draw a conclusion - takes different shapes.

Slide 8: Let us summarize the educational and research activities.
Watching a cartoon "Tralik and Roller - Reservoirs."

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

Wednesday “Why doesn’t the water run out?”
I ask the children: “Does anyone know why the water doesn’t run out?”
Slide 34: Exercise for the eyes
Slide 13-21: Phenomena of inanimate nature associated with water. We give the concept of the water cycle in nature.
Slide 22: Let's summarize. Reading of I. Gurin’s poem “Cycle”
Watching a cartoon "How water becomes steam and water"

Thursday “Habitat - water”
Slide 34: Exercise for the eyes
Slides 23-33: Show and tell about the water world and its inhabitants.
Fizminutka “There are two frogs in the swamp...”
There are two girlfriends in the swamp,
Two green frogs
In the morning we washed ourselves early,
We rubbed ourselves with a towel.
They stomped their feet,
They clapped their hands,
Leaned to the right, to the left
And they returned back.
That's the secret of health.
Hello to all physical education friends!
Watching a cartoon "Octopuses"
Teamwork "Octopus hands"

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

Drop once,	(Jump on your toes, hands on your belt.)
Drop two.
Very slowly at first.	(4 jumps.)
And then, then, then	(8 jumps.)
Everybody run, run, run. We opened our umbrellas	(Spread your arms to the sides.)
Sheltered herself from the rain.	(Arms in a semicircle above your head.)

We answer the question “Why do we need to save water?”
Slide 34: Exercise for the eyes
Watching cartoons: “Save water”, “Bolek and Lelek. Walking underwater"

Scenario for a series of GCDs using ICT during the thematic week “My great land is Krasnoyarsk!” Senior group.

Target: expand children's horizons about the Krasnoyarsk region (its geographical location, symbols, history, attractions, flora and fauna) through various types of children's activities.
Presentation “My great land is Krasnoyarsk!” (Appendix 3).
Abstract for the presentation.The presentation is dedicated to the story of the region of the Russian Federation. Acquaintance with this multimedia work will allow a preschooler to expand his understanding of the territory of our state. Preschoolers will get acquainted with the geographical location of the region, with famous people of the region. They will learn about the largest regional center, the natural areas of this unique corner of Russia; flora and fauna. The photographs in the presentation will help preschoolers see all the beauty of nature and unique places in the Krasnoyarsk Territory.

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

Tuesday: "Flora world of the Krasnoyarsk region" Slides: 15- 22
1. Acquaintance with the natural areas of the region. Slide 15
2. We give the concept of “Red Book”
3. Acquaintance with the flora of the region
4. Listening to the legend of roasting and the slipper of Venus.
5. Coloring book with plasticineography elements “Frying” Slide 23
Legend: In ancient times, there lived a beautiful Venus who wore golden shoes with reddish-brown ribbons. No one had such shoes. One day Venus was playing with her friends, she ran and ran and dropped her shoe. Everyone looked for the shoe for a long time, but they never found it in the green grass. And then the beauty said: “Let all good people now marvel at my shoes.” At that very moment the shoe turned into a beautiful flower. And wherever Venus was looking for her shoe, these flowers appeared.
Legend: There lived a hunter Ulughem in the Siberian taiga. He was young and had a kind heart. But the evil and treacherous sorcerer Kale planned to destroy all living things in the vast expanses of the taiga.
He sent cold winds and bitter frosts from the far north. The animals hid, the birds flew away, the ground was covered with snow - the taiga became hungry. The fires in the camp went out, and the cheerful laughter ceased.
And then I decided to return cheerful laughter to the people of Ulughem, warmth to the hearths, and summer to the taiga.
Ulughem came to the ends of the earth and saw an icy yaranga standing, and icy Kale lying in it.
Kale saw him and laughed. Then he tore a piece of ice from the yaranga and threw it at Ulughem. A piece of ice hit the young hunter's chest. And it cracked like a pine nut shell. Ulughem's heart fell out of it onto the cold snow and glowed with such heat that the ice yaranga melted, and with it the evil Kale melted. A warm wind blew and the streams began to gurgle. Summer has returned to the taiga.
And where the drops of Ulughem’s blood fell, extraordinary flowers grew, and people called them ZHARKI.

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

Thursday: "Outstanding people of the region" Slide 34-37
1. Meeting outstanding people of the region.
2. Examination of the paintings by Surikov “The Capture of the Snowy Town”, Pozdeev’s “Autumn Table”.
3. Viewing a performance by the Godenko Dance Ensemble of Siberia.
4. Reading a poem by Tretyakov.

Friday: Design of the photo exhibition “...my land is taiga! And there is no one more beautiful and dearer than you.”
1. Watch the video clip and listen to the song Exemplary children's opera studio of the Krasnoyarsk State Opera and Ballet Theater - Song about the Krasnoyarsk region “This is my land.”
2. We talk while looking at the photographs brought by the children.
3. Presentation of electronic physical training “Our region is Krasnoyarsk! You are the heart of Russia..." (Appendix 4)
4. We arrange the exhibition
Working with parents: Issue of the environmental magazine “Nature of the Krasnoyarsk Territory” . (Appendix 5)

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

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

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

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

Areas of application of ICT by preschool teachers

1.Records management.
In the process of educational activities, the teacher draws up and draws up calendar and long-term plans, prepares material for the design of the parent corner, conducts diagnostics and presents the results both in printed and electronic form. Diagnostics should be considered not as a one-time carrying out of the necessary research, but also as maintaining an individual diary of the child, in which various data about the child, test results are recorded, charts are drawn up, and the dynamics of the child’s development are generally monitored. Of course, this can be done without the use of computer technology, but the quality of design and time costs are not comparable.
An important aspect of the use of ICT is the preparation of teachers for certification. Here you can consider both the preparation of documentation and the preparation of an electronic portfolio.
2. Methodological work, teacher training.
In the information society, networked electronic resources are the most convenient, fastest and most modern way to disseminate new methodological ideas and teaching aids, available to methodologists and teachers regardless of their place of residence. Information and methodological support in the form of electronic resources can be used when preparing a teacher for classes, to study new techniques, and when selecting visual aids for classes.
Online communities of teachers allow not only to find and use the necessary methodological developments, but also to post their materials, share their teaching experience in preparing and conducting events, and using various methods and technologies.
The modern educational environment requires special flexibility from the teacher when preparing and conducting pedagogical events. A teacher needs to regularly improve his qualifications. The ability to implement modern teacher requests is also possible using 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 – educational process.
The educational process includes:
- organization of direct educational activities of the student,
- organization of joint developmental activities of teachers and children,
- implementation of projects,
- creation of a developmental environment (games, manuals, teaching materials).
In preschool children, visual-figurative thinking predominates. The main principle when organizing the activities of children of this age is the principle of clarity. The use of a variety of illustrative material, both static and dynamic, allows preschool teachers to quickly achieve their intended goal during direct educational activities and joint activities with children. The use of Internet resources makes it possible to make the educational process information-intensive, entertaining and comfortable.

Types of activities with ICT

1. Lesson with multimedia support.
In such a lesson, only one computer is used as an “electronic board”. At the preparation stage, electronic and information resources are analyzed and the necessary material for the lesson is selected. Sometimes it can be very difficult to find the necessary materials to explain the topic of a lesson, so presentation materials are created using PowerPoint or other multimedia programs.
To conduct such classes, you need one personal computer (laptop), a multimedia projector, speakers, and a screen.
The use of multimedia presentations allows you to make the lesson emotionally charged, interesting, they are an excellent visual aid and demonstration material, which contributes to the good results of the lesson.
With the help of multimedia presentations, children learn complexes of visual gymnastics and exercises to relieve visual fatigue.
Multimedia presentations make it possible to present educational and developmental material as a system of vivid supporting images filled with comprehensive structured information in an algorithmic order. In this case, various channels of perception are involved, which makes it possible to embed information not only in factual, but also associative form in the memory of children.
The purpose of this presentation of developmental and educational information is to form a system of mental images in children. Presenting material in the form of a multimedia presentation reduces learning time and frees up children's health resources.
The use of multimedia presentations in the classroom makes it possible to build the educational process on the basis of psychologically correct modes of functioning of attention, memory, mental activity, humanization of the content of learning and pedagogical interactions, reconstruction of the learning and development process from the standpoint of integrity.
The basis of any modern presentation is to facilitate the process of visual perception and memorization of information with the help of vivid images. The forms and place of use of a presentation in a lesson depend on the content of this lesson and the goal set by the teacher.
The use of computer slide presentations in the process of teaching children has the following advantages:
- Implementation of polysensory perception of material;
- Possibility of demonstrating various objects using a multimedia projector and projection screen in a many times enlarged form;
- Combining audio, video and animation effects into a single presentation helps compensate for the amount of information children receive from educational literature;
- The ability to demonstrate objects that are more accessible to the intact sensory system;
- Activation of visual functions, visual abilities of the child;
- Computer presentation slide films are convenient to use for displaying information in the form of printouts in large font on a printer as handouts for classes with preschoolers.
The use of multimedia presentations allows you to make classes emotionally charged, attractive, arouse keen interest in the child, and are an excellent visual aid and demonstration material, which contributes to the good results of the lesson. For example, the use of presentations in classes in mathematics, music, familiarization with the outside world ensures the activity of children when examining, examining and visually identifying the signs and properties of objects; methods of visual perception, examination, and identifying qualitative, quantitative and spatio-temporal features in the objective world are formed. and properties, visual attention and visual memory develop.
2. Computer assisted lesson
Most often, such classes are conducted using game-based training programs.
In this lesson, several computers are used, on which several students work simultaneously. The use of an electronic textbook (and a gaming educational game for children is an electronic textbook) is a method of programmable learning, the founder of which is Skinner. Working with an electronic textbook, the child independently studies the material, completes the necessary tasks and then passes a competency test on this topic.
The computer's capabilities make it possible to increase the volume of material offered for review. A bright glowing screen attracts attention, makes it possible to switch children's audio perception to visual, animated characters arouse interest, and as a result, tension is relieved. But today, unfortunately, there is an insufficient number of good computer programs that are intended for children of this age.
Experts identify a number of requirements that developmental programs for children must meet:
- research character,
- ease for a child to study independently,
- development of a wide range of skills and understandings,
- high technical level,
- age suitability,
- entertaining.
Types of educational programs for preschool children
1. Games for developing memory, imagination, thinking, etc.
2. "Talking" dictionaries 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 outside the child’s own experience, but also to increase the child’s creativity; the ability to operate with symbols on a monitor screen helps optimize the transition from visual-figurative to abstract thinking; the use of creative and director's games creates additional motivation in the formation of educational activities; Individual work with a computer increases the number of situations that a child can solve independently.
When organizing classes of this type, it is necessary to have a stationary or mobile computer class that complies with SANPiN standards and licensed software.
Today, many kindergartens are equipped with computer classes. But still missing:
- Methodology for using ICT in the educational process of preschool educational institutions;
- Systematization of computer development programs;
- Unified software and methodological requirements for computer classes.
Today, this is the only type of activity that is not regulated by a special educational program. Teachers have to independently study the approach and implement it in their activities.
The use of ICT does not provide for teaching children the basics of computer science and computer technology.
An important rule when organizing such classes is their frequency. Classes should be held 1-2 times a week, depending on the age of the children, for 10-15 minutes of direct activity at the PC.
3.Diagnostic lesson.
To conduct such classes, you need special programs, which is rare or does not exist at all in some general education programs. But the development of such computer programs is a matter of time. 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, unlike conventional technical teaching aids, information and communication technologies can not only saturate the child big amount ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and what is very important in early childhood - the ability to independently acquire new knowledge.
The use of computers in educational and extracurricular activities looks very natural from the child’s point of view and is one of the effective ways to increase motivation and individualize learning, develop creative abilities and create a favorable emotional background. Modern research in the field of preschool pedagogy K.N. Motorina, S.P. Pervina, M.A. Kholodnoy, S.A. Shapkina et al. indicate the possibility of mastering a computer by children aged 3-6 years. As is known, this period coincides with the moment of intensive development of the child’s thinking, preparing the transition from visual-figurative to abstract-logical thinking.
The introduction of information technologies has advantages before traditional means of teaching:
1. ICT makes it possible to expand the use of electronic learning tools, as they transmit information faster;
2. Movements, sound, animation attract children's attention for a long time and help increase their interest in the material being studied. The high dynamics of the lesson contributes to the effective assimilation of the material, the development of memory, imagination, and creativity of children;
3. Provides clarity, which promotes perception and better memorization of material, which is very important, given the visual-figurative thinking of preschool children. In this case, three types of memory are included: visual, auditory, motor;
4. Slideshows and video clips allow you to show those moments from the 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 such life situations that are impossible or difficult to show and see in everyday life (for example, reproducing the sounds of nature; the operation of transport, etc.);
6. The use of information technology encourages children to search for research activities, including searching the Internet independently or together with their parents;
7. ICT is additional features working with children with disabilities.
With all the constant advantages of using ICT in preschool education, the following arise: Problems:
1. Material base of the preschool educational institution.
As noted above, to organize classes you must have a minimum set of equipment: a PC, 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 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. We conduct classes with older preschoolers once a week in subgroups. In his work, a teacher must necessarily use a set of eye exercises.
3. Insufficient ICT – teacher competence.
The teacher must not only perfectly know the content of all computer programs, but also operational characteristics, the user interface of each program (the specifics of the technical rules for operating with each of them), but also to understand technical specifications equipment, be able to work in basic application programs, multimedia programs and the Internet.
If the preschool educational institution team manages to solve these problems, then ICT technologies will become a great help.
The use of information technology will help the teacher increase the motivation of children's learning and will lead to a number of positive consequences:
- enriching children with knowledge in their figurative-conceptual integrity and emotional coloring;
- facilitating the process of learning material by preschoolers;
- arousing keen interest in the subject of knowledge;
- expanding the general horizons of children;
- increasing the level of use of visual aids in the classroom;
- increasing teacher productivity.
It is undeniable that in modern education the computer does not solve all problems; it remains just a multifunctional technical teaching tool. No less important are modern pedagogical technologies and innovations in the learning process, which make it possible not only to “invest” in each child a certain stock of knowledge, but, first of all, to create conditions for the manifestation of his cognitive activity. Information technologies, in combination with properly selected (or designed) teaching technologies, create the necessary level of quality, variability, differentiation and individualization of training and education.
So, the use of information technology 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. IN Lately information and communication technologies (ICT) – good helper teachers in the organization of 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.

“The use of information and communication technologies (ICT) in the educational process of preschool educational institutions.”

The use of information and communication technologies in kindergarten is a pressing problem of modern preschool education. Gradually,Computer techologies are also included in the preschool education system as one of the effective ways to transfer knowledge. This modern method develops interest in learning, fosters independence, develops intellectual activity, allows development in the spirit of modernity, and makes it possible to qualitatively update the educational process in preschool educational institutions and increase its efficiency.

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

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

What is ICT?

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

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

The use of computer technology helps teachers in their work:

attract passive listeners to active activities;

make educational activities more visual and intensive;

to form an information culture among children;

activate cognitive interest;

implement student-centered and differentiated approaches to learning;

to discipline the teacher himself, to form his interest in work;

activate thought processes (analysis, synthesis, comparison, etc.);

ICT will enable any teacher to directly access the information space, both by seeking methodological assistance from various service departments and by broadcasting their work experience.

ICT will allow the teacher to communicate more widely at various teaching events, for example, video master classes, webinars, etc.

work with paper media is significantly reduced, since almost all text information is compiled and stored in electronic form;

Less effort and time is spent preparing visual and didactic support for GCD.

with the help of ICT, conditions are created for professional self-development: electronic textbooks and articles are used; On the Internet you can get acquainted with periodicals and exchange information with colleagues via e-mail.

Communication with parents of pupils using ICT is another reality.

ICT is primarily:

transformation of the subject-development environment,

creation of new means for the development of children,

use of new visibility,

additional information that for some reason is not in the printed publication,

a variety of illustrative material, both static and dynamic (animations, video materials),

Internet search engines provide teachers with the opportunity to find almost any material on development and learning issues and any photographs and illustrations.

Application of ICT:

Selection of illustrative material for joint organized activities between the teacher and children and for the design of stands and groups.

Selection of additional educational material.

Exchange of experience, acquaintance with periodicals, the developments of other teachers.

Preparation of group documentation and reports.

By creating a unified database of methodological and demonstration materials, the teacher has more free time.

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

Today ICT allows:

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

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

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

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

Encourage children to solve problematic problems and overcome difficulties.

Provides clarity, which promotes perception and better memorization of material, which is very important, given the visual-figurative thinking of preschool children.

You can also simulate life situations that are impossible or difficult to show and see in everyday life (for example, reproducing the sounds of nature; the operation of transport, etc.);

Presenting information on a computer screen in a playful way arouses great interest among children.

It carries a figurative type of information that is understandable to preschoolers.

Problematic tasks and encouraging the child to solve them correctly with the computer itself are a stimulus for children’s cognitive activity.

The child himself regulates the pace and number of game learning tasks to be solved.

In the process of working at the computer, a preschooler gains self-confidence and the belief that he can do a lot.

Allows you to simulate life situations that cannot be seen in everyday life (rocket flight, flood, unexpected and unusual effects);

The computer is very “patient”; it never scolds the child for mistakes, but waits for him to correct them himself.

The use of information technology encourages children to engage in exploratory research activities, including searching the Internet independently or together with their parents.

Using a computer to keep records.

Conclusion:

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

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

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.