Marina Emelyanova
Information and communication technologies in the management of preschool education

IN last years Russian society is increasingly acquiring the features informational. In the context of reforming economic, political and information and technical relations is quite a natural trend informatization domestic system preschool education. To date, two key directions have emerged that characterize this process: pedagogical and organizational.

The pedagogical direction involves the implementation information and communication technologies(ICT) and above all computers in educational space of preschool institutions. Its goal is to improve the methods and means of children's activities, ensure the comprehensive development of the child's personality - preschooler and preparing him for a full life in information society . Organizational direction is related to modernization preschool management education through ICT.

Let us consider in more detail the essence and content of the latter. The process of informatization of preschool education management is information support for management activities based on modern computing technology and means of communication in order to optimize the functioning of the system and expand the possibilities of implementing social orders.

Undoubtedly, the use of ICT changes the traditional nature and procedure, as it involves the distribution of responsibilities between "natural" And "artificial" intelligence. At the same time, the machine performs routine, labor-intensive processing and storage of large arrays information about the organization of education and training, medical care, financial and economic activities, methodological support, personnel policy, office work, etc. At the same time, a person is given the opportunity to have a creative approach to the adoption of operational (strategic) managerial decisions regarding the regulation of intellectual, financial, material and other resources. Moreover, management informatization contributes to the formation of a unified information and educational environment and ensures entry into the modern Information society.

Efficiency informatization achieved by observing the rules arising from fundamental laws management of intellectual information systems. Based on a number of studies (S. D. Karakozov, S. Young, etc., we will call them principles:

- informational and analytical openness;

Forecasting;

Moderate hardness management;

Maintaining performance;

Possibility of isolation (separability) functions management;

Limited coverage;

Extras.

Taking these principles into account helps reduce the number possible errors in prioritizing the implementation of ICT in management of preschool education.

notice, that management informatization can be carried out at several levels. Today, the most widespread systems are those that support partial (full) activity monitoring educational institutions in several aspects (contingent, personnel, material, technical, informationally-methodological resources, etc., as well as integrated systems operating on the basis of a single information environment(For example, educational institution - education management body). Because of this, the range of tasks for which ICT tools are used is expanding.

To the main tasks implemented at various levels management of preschool education using ICT, Can attribute:

Obtaining regulatory, legal, administrative, scientific, methodological and other information;

Organization of electronic document management;

Automation of accounting;

informational interaction with colleagues and experts;

formation of databases: "children", "parents", "employees", "nutrition", "materially technical base» , "queue" and etc. ;

Issuing vouchers to preschool educational institutions automatically or online;

Modeling the Consequences of Adoption management decisions ;

Quality monitoring educational services(main and additional);

Analysis of the socio-demographic situation in a certain territory;

processing marketing research data, etc.

Informatization of preschool education management carried out on the basis various ICT tools, the leading position among which is occupied by the computer.

At the same time, intensification information support management of preschool education as a collection system, processing and storage of diverse information is inextricably linked with the choice of programs that will service and automate this process.

As an analysis of theory and practice shows, among the most famous software products general purpose from managers preschool education popular text (Microsoft Word, etc., graphic (Point, Adobe PhotoShop etc.) and tabular (Microsoft Excel and etc.) editors, antivirus programs(Kaspersky Internet Security, Doctor Web, etc., archiving programs (Win Zip, Win Rar, etc.). For organizing telecommunications interaction ( Email, fax communication programs are usually used Outlook Express, Internet Mail, etc.

Office software combines presentation development tools, electronic organizers, warehouse and accounting systems, and legal consulting systems. Thus, multimedia presentations allow you to clearly demonstrate various materials(video and sound recordings, photographs, drawings, graphs, diagrams, tables, etc.). In turn, programs implementing technology"electronic organizer"(MS Outlook, etc., form the basis for professional planning management activities.

Special-purpose software products that, to one degree or another, contribute to solving maintenance problems deserve special attention. information systems preschool education management.

Main users informationally-software complex (IPK) "KID/Administrator" are the head of the preschool educational institution, an accountant, medical staff, Deputy Head of ACh. The advantage of IPC is its simplicity in treatment and ease of learning. Information collected allows you to make informed decisions at different levels in a short time management, significantly facilitating the preparation of reporting documentation. In addition, her expedient used during licensing and certification of preschool educational institutions and employees.

Understanding the place and role of ICT in the organization preschool education management, mastering the mechanism of their use will ensure optimal functioning and further sustainable development of the system preschool education.

Publications on the topic:

Information and communication technologies in FEMP for preschool children Speech on the topic: “Information and communication technologies in FEMP for preschool children” Performed by: teacher of MBDOU No. 27 Zemskova.

Information and research project “Where does water live?” Project participants: subjects of the educational process - children, teachers, parents. Project author: Ladeyshchikova I. V.

Information and communication technologies in the educational process of preschool educational institutions One of the priority directions of the process of informatization of modern society is the informatization of education - the process of provision.

Information and educational project “Amazing Autumn” Author: Evgenia Valerievna Guseletova, teacher of MBDOU No. 30 “Smile”, Yuzhno-Sakhalinsk Relevance: in our time, environmental education.

The use of information and communication technologies in preschool educational institutions Currently, with the introduction of the Federal State Educational Standard for Educational Education, teachers are faced with the task of revising the priorities of professional activity, the formation or.

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

Areas of application of ICT by preschool teachers

1.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 draws up the results both in print and in in electronic format. 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 using computer equipment, but the quality of design and time costs are not comparable.
An important aspect of the use of ICT is the preparation of teachers for certification. Here you can consider both the preparation of documentation and the preparation of an electronic portfolio.
2. Methodological work, teacher training.
In the information society, networked electronic resources are the most convenient, fastest and modern way dissemination of new methodological ideas and teaching aids, accessible 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. A remote participation 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 choose necessary materials to explain the topic of the lesson, therefore presentation materials are created using PowerPoint or other multimedia programs.
To conduct such classes you need one Personal Computer(laptop), multimedia projector, 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.
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 large print on the printer as a handout 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 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.
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, protozoa graphic editor with drawing libraries.
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, in contrast to conventional technical means of education, information and communication technologies make it possible not only to saturate the child with a large amount of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and what is very important in early childhood - the ability to independently acquire new knowledge.
The use of computers in educational and extracurricular activities looks very natural from a child’s point of view and is one of effective ways increasing motivation and individualization of training, developing creative abilities and creating 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.
Implementation information technologies have 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 allowed.
To maintain an optimal microclimate, prevent the accumulation of static electricity and deterioration of the chemical and ionic composition of the air, it is necessary to: ventilate the office before and after classes, wet cleaning before and after classes. We conduct classes with older preschoolers once a week in subgroups. In his work, a teacher must 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 only multifunctional technical means training. 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. Recently, information and communication technologies (ICT) have become a good assistant for teachers in organizing educational and correctional work.
Unlike conventional technical means of education, information and communication technologies make it possible not only to saturate the child with a large amount of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and what is very important in preschool childhood - the ability to independently acquire new knowledge.
The use of information technologies in education makes it possible to significantly enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.

RELEVANCE One of the priorities for the development of modern society is the informatization of education. The strategy for informatization of the domestic preschool education system is determined by the state concept. The use of information and computer technologies in the activities of preschool educational institutions is one of the main directions of development of the educational system. There are several aspects to the use of ICT in kindergartens. I have identified 5 monitoring measures for the successful development of the institution. monitoring of management activities; monitoring of educational work; monitoring of the health and physical development of children; monitoring of work with personnel; monitoring interaction with family.

The introduction of ICT in the field of management allows increasing indicators such as: - saving labor costs and time; - increasing awareness of the state of the managed system; - efficiency of making management decisions; - adequacy and productivity of management decisions; - optimization and automation of information processes; - increasing intellectual potential. The main tasks implemented in an educational institution include: obtaining regulatory, legal, administrative, methodological and other information; organization of electronic document management; accounting automation; information interaction with colleagues.

In my management work I use Microsoft programs Excel, Microsoft Word. Program Microsoft Power Point we create presentations that allow you to present any information in a clear, accessible manner and are used during pedagogical councils, methodological associations, meetings, and parent-teacher meetings. Creating any printed material is impossible without using the program Microsoft Publisher. Booklets, newsletters, and other design templates are actively used by teachers to present their information. E-mail made it possible to establish communication with the Education Committee and other educational institutions and organizations, and increased efficiency when working with incoming documentation, when executing orders, instructions, reports and other documents.

The MADOU website has been created, where information about the life of children in the kindergarten is posted; issues of child upbringing and development. In the future, as part of the website, parents will have the opportunity to communicate with teachers and among themselves. The introduction of information technology makes it possible to increase the efficiency of management activities and this is a logical and necessary step in the development of preschool educational institutions.

The study of the family includes: - Drawing up a social passport of the family (bank) - Studying the educational system in the family - Identifying the educational needs of the family - Determining the degree of family satisfaction with the educational activities of the preschool educational institution All these areas can be completed in Excel programs,Word.

Monitoring involves the collection, systematic recording, processing and analysis of information about the institution and the results of the educational process to effectively solve the problems of managing the quality of education in preschool educational institutions. The annual monitoring of the quality of education and the interim or final analysis of the institution’s activities allow me to clearly identify problems and trace the development prospects. Directions of monitoring: implementation of the training program; adaptation of newly arrived children to conditions of the preschool educational institution; readiness of children preparatory groups for school; emotional well-being of pupils in preschool educational institutions; creation of a subject-development environment; The main diagnostic methods in preschool educational institutions are observation, experiment, conversation and analysis of activity products. The adopted diagnostic system allows preschool teachers to provide an individual trajectory for the complex development of each child and helps prepare him for school.

The goals and objectives of this monitoring are to develop a model of health preschool work; develop a model of the effectiveness of this activity, focused on the existing forces and means of the institution; identify the structure of deviations in the physical condition and health of children of each age group; Based on the results obtained, draw up a health passport and mechanisms for implementing health and rehabilitation measures for each age group. In the preschool institution, the health status of children is constantly monitored and analyzed, comparative analysis, positive and negative trends are identified, which allows optimizing the work to preserve and strengthen the health of children.

Improving the quality of education is impossible without increasing the level of professional qualifications of teaching staff. In this regard, solving the problem of organizing pedagogical monitoring as an effective method of increasing the level of professional qualifications of teaching staff in the preschool education system takes on a special role. The final assessment of pedagogical monitoring is carried out by analyzing the results obtained from increasing the level of professional qualifications of a teacher, reflected in the Data Bank on the professional skills of teachers. a sheet assessing the professional activity and personality of the teacher; bank of teachers (education, category, teaching experience, average age of teaching staff, titles (awards)); Criteria-based assessment of a teacher's work.

Name of criterion Dvoretskaya N.E. Kravchenkova M.V. Ostapovets N.S. 1. Mastery of pedagogical technologies 2. Work in the mode of innovative activity 3. Creation of a highly stimulating developmental environment (met. development, did. mat) 4. Open events held by the teacher (exchange of experience) 5. Participation of the teacher in events at various levels 6. Participation in methodological events of preschool educational institutions, district, region

Resource provision (conditions). The section includes characteristics of the main types of resources, providing conditions for the implementation of educational activities (meeting the need for services, new forms of organizing preschool education); logistics (teams and equipment); software (main and additional programs); staffing; information and technological support for the activities of preschool educational institutions (availability of technological equipment, website, software); ensuring the safety of the activities of an educational institution; social and pedagogical partnership. The assessment is carried out over several years, which makes it possible to see the dynamics of improvement/deterioration of preschool education indicators

Graphical presentation of results is carried out by constructing diagrams for each of the monitoring sections. Analysis of the state and structure of the material and technical base. In order to economically correctly distribute funds for the development of the material and technical base, it is necessary to know its condition in detail, correctly determine priorities and urgent expenses. To carry out monitoring, a set of methods is used: 1. Documentation analysis: · regulatory documents regulating the activities of preschool educational institutions; · development program, educational program of preschool educational institution, annual plan, monthly plans; · plans for coordinating activities with social partners (school, clinic, cultural institutions, etc.); · information bases data; · plans for educational work;

· methodological developments, concept; · plans for staff development and certification of personnel; · software; · analytical reports on control results; · targeted projects, innovative areas that ensure the development of preschool educational institutions; · reports; · analysis of the nutritional status of children; · analysis of children's morbidity; · orders of the head of the preschool educational institution; · analysis of financial and economic activities; · certificates of inspections, acts. 2. Surveys: · identifying the quality of professional activities (educators, specialists); · satisfaction of subjects of the educational process (educators, specialists, parents). 3. Analysis of materials related to methodological support of the educational process.

4. Interviewing, questioning, aimed at studying various problems that arise among educators, specialists, parents, etc. 5. Participant observation (of the state of the educational process, methodological and economic activities); pedagogical methods for diagnosing the state of the educational process. The choice of methods is determined by the task of studying a particular area of ​​activity. To carry out monitoring it is necessary to use a set of methods. This provides a holistic view of the state of the educational system. Effectiveness of monitoring: Helps to effectively organize and implement the educational process in preschool educational institutions. Stimulates the personal development of children and the creative growth of teachers, Allows the efficient allocation of preschool educational institutions resources (financial, time, personal potential of employees) Helps improve the status of preschool educational institutions in the region.

Municipal preschool educational institution kindergarten "Ogonyok" of the municipal district of the city of Nerekhta and Nerekhta district of the Kostroma region

Methodological development for educators:

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

Developed by:

Zhitkova Olga Nikolaevna,

Educator.

Teaching experience: 7 years.

2017

Content :

1. Explanatory note……………………………………………………………. 3

2.Introduction……………………………………………………………………………….5

3.Chapter 1.What is ICT?.................................................. ........................................................ ..7

4. Chapter 2. Application of ICT in working with preschool children………..14

5. Chapter 3.ICT in the work of a modern teacher………………………………….20

6.Chapter4. Rules for creating a presentation for children…………………………….23

7. Literature used………………………………………………………28

8.Appendix……………………………………………………………………………………….29

Explanatory note

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

This work highlights the issues of informatization of preschool educational institutions, taking into account the age of pupils, provides recommendations for organizing the educational process using information technologies, offers recommendations for the creation and design of illustrative graphic material using ICT, and describes practical experience in the use of ICT in the pedagogical activities of a teacher.This development will help improve pedagogical skills that can be used in practice when working with children.

Target: ensure the quality of the educational process based on the study and implementation of information technologies.

Terms of sale: children's educational institutions.

Application:

Apply methodological development for educators in children's educational institutions.

Ways of interaction between specialists:

Full time job is impossible without the participation of educators, narrow specialists (ICT specialists), and parents.

Ways of interaction:

1.carrying out nodes using ICT

2.conducting a methodological association, a seminar on the topic “Application of information and communication technologies (ICT) in the educational process of preschool educational institutions,” consultations with educators.

3. Introducing the use of ICT in the activities of educators.

a brief description of contents:

Application and relevance of information and communication technologies (ICT) in the educational process of preschool educational institutions.

The effectiveness of using this methodological development: 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.

Will help the teacher competently create a presentation for working with children.

The principle of constructing methodological development:

Availability.

Stimulation of cognitive processes.

Consistency and systematicity

Expected Result:

Increasing ICT - competence of preschool teachers;
Introduction of ICT into the educational space.

Introduction

If we want to move forward, then one leg must remain in place while the other takes the next step. This is the first law of all progress, equally applicable to entire nations and to individuals.

J. Eotvos

The use of information and communication technologies in kindergarten is a pressing problem of modern preschool education. Gradually,Computer techologiesare 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 and education.

Target : to ensure the quality of the educational process based on the study and implementation of information technologies.

It is safe to say 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.

In accordance with the document "Federal State Educational Standards on the conditions for the implementation of the main general education preschool education programs " , approved by order of the Ministry of Education and Science of the Russian Federation dated July 20, 2011 No. 2151, one of the requirements for teaching activities is knowledge of information and communication technologies and the ability to apply them in educational process.

The teacher must be able to:

2. actively use information technology in educational process

3. get acquainted with information sites for teachers and have the skills to search for information on the Internet

4. Own various programs for creating multimedia presentations

1. create graphic and text documents(i.e. independently prepare group documentation, diagnostics, etc.)

This means being able to use the Microsoft Office program,

Microsoft Office Word, Microsoft Office PowerPoint, Microsoft Office Excel

2. Actively use information technology in educational process

Get acquainted with information sites for teachers and have the skills to search for information on the Internet

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

Chapter 1

What is ICT?

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

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

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

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

The use of computer technology helps teachers in their work:

attract passive listeners to active activities;

make educational activities more visual and intensive;

to form an information culture among children;

activate cognitive interest;

implement student-centered and differentiated approaches to learning;

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

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

ICT will enable any teacher to directly access information space both with seeking methodological assistance from various service departments, and with broadcasting your 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 and articles are used; On the Internet you can get acquainted with periodicals and exchange information with colleagues via e-mail.

Communication with parents of pupils using ICT is another reality.

ICT is primarily:

transformation of the subject-development environment,

creation of new means for the development of children,

use of new visibility,

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

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

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

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

Application of ICT:

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

Selection of additional educational material.

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

Preparation of group documentation and reports.

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

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

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

Today ICT allows:

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

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 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 outside world that are difficult to observe: for example, the growth of a flower, the rotation of planets around the Sun, the movement of waves, it’s raining;

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

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

Using a computer to keep records.

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

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.

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

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

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

Chapter2

Application of ICT in working with preschool children.

One of the main conditions for the introduction of information technologies in preschool educational institutions is that specialists who know the technical capabilities of a computer, have the skills to work with them, strictly follow the rules for using computers, and are proficient in the methods of introducing preschoolers to new information technologies should work with children. Considering this,priority Currently, teachers are being promoted, their mastery of working with educational software systems, global resources computer network The 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 use of information technology in the classroom at a preschool educational institution makes it possible to overcome the intellectual passivity of children in the classroom and makes it possible to increase the effectiveness of the preschool educational institution 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, information resources are analyzed and 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.

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 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;

· Possibility of demonstrating objects that are more perceptible 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.

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, and develop versatile skills, which contributes to the conscious acquisition 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 the cognitive activity of children and enhance the effectiveness of learning the 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 . Computer assisted lesson.

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 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.

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

1. Games for developing memory, imagination, thinking, etc.

2. "Talking" dictionaries with good animation.

3. ART studios, simple graphic editors with libraries of drawings.

4. Travel games, “action games”.

5. The simplest programs for, 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 is licensed.

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 one not regulated by special regulations. Teachers have to independently study the approach and implement it in their activities.

It is important to comply with the conditions to preserve the child’s health:

1. Children five to seven years old can “communicate” with a computer for no more than 10-15 minutes a day, 3-4 times a week.

2. It is desirable that the monitor be LCD or plasma.

3. It is necessary to include games in classes aimed at preventing disorders and developing visual-spatial relationships.

4. Regularly carry out eye exercises: during work, it is necessary to periodically move the child’s gaze from the monitor every 1.5-2 minutes. for a few seconds, a change of activity during the lesson is also important.

5 To conduct frontal classes, we use a multimedia projector, the distance from the screen to which children are sitting is 2 - 2.5 meters.

To maintain an optimal microclimate, prevent the accumulation of static and deterioration of the chemical and ionic composition of the air, it is necessary: ​​ventilation 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 for intellectual development; 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.

Chapter 3

ICT in the work of a modern teacher.

The effectiveness of computerization of education in preschool educational institutions depends both on the quality of the tools used and on the ability to rationally and skillfully use them in the educational process.

Informatization of preschool education opens up new opportunities for teachers to widely introduce new methodological developments into pedagogical practice, aimed at the implementation of innovative ideas in the educational process.

Currently, the use of ICT in the practice of preschool educational institutions mainly consists of the following:

selection of illustrative material for classes and for the design of stands, groups, classrooms (scanning, Internet, printer, presentations);

selection of additional material from various sources for classes, familiarization with scenarios for holidays and other events;

exchange of experience, acquaintance with periodicals, the developments of other teachers;

creating presentations in Power Point to improve the effectiveness of educational activities with children;

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

use of corresponding programs (a fundamentally new way to view, store and provide public access of all video material, you can quickly create simple films by adding titles, transitions between scenes, background or voiceovers to the video);

use of the Internet in pedagogical activities, for the purpose of informational and scientific-methodological support of the educational process in a preschool institution, as search additional information for activities, expanding children's horizons.

design, business cards of institutions, materials in various areas of activity.

creating media libraries that are of interest not only to teachers, but also to parents.

the use of a computer in the office work of a preschool educational institution, the creation of various.

creating email, maintaining the preschool educational institution website.

Viewing allows for a modern, high-quality, comprehensive analysis of events, which helps improve the quality of the pedagogical process. This form of work is most suitable when accompanying young beginning teachers. The methodological library is transformed into a media library, information is accumulated and exchanged on various modern media.

The use of modern technologies, in particular the Internet site, makes it possible to significantly increase the effectiveness of communication between teachers and parents. Operational information of the news column, detailed information about the life of a preschool institution, the ability to communicate using e-mail and a guest book - all this helps to make relationships more trusting, to involve parents in the life of the kindergarten, to make them full participants in the educational process. When holding parent meetings, the use of multimedia equipment allows parents to present videos and a film about the life of children in kindergarten, presentations about proper nutrition, and about preparing children for school.

It is safe to say that ICT is an effective technical tool with which you can significantly diversify methodological work in preschool educational institutions

Chapter 4

Rules for creating a presentation for children

The golden rule for any presentation, proposed by former Apple marketer and current managing director of Garage Technology Ventures Guy Kawasaki, is 10-20-30: 10 slides in 20 minutes, font size no less than 30. These parameters are ideal for a Power Point presentation. Large quantity slides are not memorable, time of more than 20 minutes distracts attention, small font is annoying.

Does this rule apply when creating a presentation for children?Applicable especially for children. Holding a child's attention is quite a difficult task, and a boring, long presentation will turn off even an adult.

In addition to the “golden” rule, there are a number of other rules that are also suitable for creating a presentation for children.So how do you create a presentation for kids?

Preparation, selection of materials for presentation

The content of the presentation for children should not be a reprint from the textbook. Ideally, presentation material is selected from several sources.Even when presenting to children, the information must be fresh and relevant.For example, when talking about modern agriculture, there is no need to insert pictures of plowmen with scythes or Soviet Stakhanovites if we are talking about today.Illustrations must match the story, complement it, but not distract attention. It is necessary to take into account the age group of children and their hobbies this moment. Popular cartoon characters will be viewed more positively than characters from your childhood.

As for the text. It is worth re-reading a lot of material on the upcoming topic, making a short summary, but during the presentation, everything that can be said in words must be said in words.Text on slides should be kept to a minimum, especially in presentations for children.

And finally,The presentation must have a clearly defined purpose.Of course, in the case of a presentation for children, it is not at all necessary to put it on a slide. This point is important, first of all, for the presenter, so that, being carried away by the related topic, he does not go far to the side.

So, the material has been selected, the goal has been determined, the next point is the preparation of the presentation and its design.

Presentation design for children

1. Background. Nowadays you can find many online ready-made templates for any occasion. But we must not forget that a bright, rich background for a presentation will distract from the information being presented. In general, the background is just the background, so as not to distract, but to emphasize the material. So it's worth stopping at plain background without drawings or any other elements.When it comes to presentations for children, the same mistake often occurs - too much with bright colors and pictures.There is no need to get carried away with bright, contrasting colors that can cause an attack of epilepsy.

2. Illustrations. The teacher should attract children primarily with his story, and not with pictures. Of course, this doesn't mean you can't use illustrations.Pictures in the presentation for children are necessary.You need to take into account the age group and their hobbies at the moment. Popular cartoon characters will be viewed more positively than characters from your childhood.

Illustrations must be high resolution, there is no need to stretch a small picture across the entire slide - it will “pixelate” and thus only cause negative emotions.

There is no need to use drawings and photographs at the same time on one slide, unless this is provided by the node. The presentation should be made in the same style; photographs and drawings should be of the same size.

And finally, don’t forget that all images on the Internet have an owner. At the end of the presentation it is worth providing a list of illustrations and links to sources; this is not only a tribute to copyright, but also a useful practice for children.

3. Font . It is necessary to avoid using different fonts - this distracts attention and tires. The font size should be large enough to be read from the back of the desk. The test must be readable. Avoid using fonts that are illegible, too narrow, or serif fonts. And finally, a simple rule - light text is placed on a dark background and vice versa.

4. Animation. It’s very simple here, if animation can be avoided, this should be done. Of course, in a presentation for children you want to use as many effects as possible. Also, animation takes time. It will take a few extra seconds to wait for the text to appear, letter by letter.

Actually, the presentation

The goal of the presenter is not just to present material, but to generate interest. This is perhaps the most important point in a presentation for children.. A boring lecture, even illustrated with beautiful pictures and animations, remains a boring lecture. The presentation of material should be in the form of a story, a story. It is ideal if children are participants in this story. A presentation for children should be interactive, and children should actively participate. It makes sense to diversify the presentation with riddles and questions.

Even 20 minutes interesting story capable of tiring. Watching a presentation is a strain on the eyes. It is better to give the presentation in parts, alternate with practical tasks, games or light physical activity.

After finishing the presentation, it is necessary to summarize and draw a conclusion. As you know, the last phrase is always remembered better. So let the last phrase be good advice or parting words.

“Hygienic requirements for personal electronic devices”

computers and work organization"

San PiN 2.2.2/2.4.1340-03

In preschool educational institutions (DOU) the recommended

continuous duration of work with a PC on developmental

play activities for children 5 years old should not exceed 10 minutes, for children

6 years - 15 min.

Game activities using a PC in preschool educational institutions are recommended

spend no more than one during the day and no more than three times a week on days

children's highest performance: on Tuesday, Wednesday and

Thursday. After the lesson, the children are given eye exercises.

It is not allowed to conduct classes with a PC in a preschool educational institution at the expense of time,

reserved for sleep, daytime walks and other recreational activities

events.

When conducting children's classes using a computer

techniques, organization and training schedule must correspond

requirements for personal electronic computers and

organization of work. «Hygienic requirements for personal

electronic computing machines and work organization"

Thus, we can highlight the following slide design principles

The principle of signal-to-noise ratio. Reducing unnecessary elements.

The principle of readability. Choice of fonts and colors.

The principle of empty space. Selecting the main element.

The principle of alignment. The presence of a visual relationship between all elements on the slide.

The principle of contrast. Demonstration of the hierarchy between slide elements (by changing color, line size, shape, location in space).

The principle of repetition. Maintain a consistent style across all slides.

The principle of proximity. The arrangement of interconnected elements on a slide.

As a result, we can come to the conclusion that the use of information technology makes it possible to make the process of learning and development of a child quite effective and opens 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. Teachers must also have clear ICT skills and comply with sanitary and hygienic requirements,physiological and hygienic, psychological and pedagogical restrictive and permissive norms andrecommendations, so as not to harm the health of children.( "Hygienic requirements for personal electronic computers and work organization.")

7. http://nsportal.ru/ -

8 . http://doshkolnik.ru/ -

9 . http://igrateshka.ru/

Annex 1

A standard set of eye exercises when working at a computer

Close your eyes and tense your eye muscles. Wait about 4 seconds. Open your eyes and relax. Look out the window into the distance for about 6 seconds. Repeat the exercise 4-5 times.

Look at the bridge of your nose and hold your eyes on it for about 4 seconds. Then look at the landscape outside the window and look there for about 6 seconds. Do the exercise 4-5 times.

Look to the left without turning your head. Fix your eyes in this position for about 4 seconds. Repeat this exercise, only looking to the left, down and up. It is necessary to perform this circle 3-4 times.

Turn your eyes in the following directions: left, down, right, up, then straight into the distance out the window. Then right, down, left, up, and then straight into the distance out the window. Perform all steps 3-4 more times.

Blink as quickly as possible, counting to 10, then close your eyes for a couple of seconds. Now blink again for a minute. Close your eyes again for 2-3 seconds. Open them and look out the window into the distance. Repeat the exercise 2-3 times.

Look carefully at any clearly visible object (branch, bird, leaf, etc.) for 30 seconds. Then move your eyes to the most distant object. It could be a building, a car, a tree. Stare at it for 30 seconds. Then return your gaze to the first object. Repeat this exercise 6 times.

Once the exercise is complete, let your eyes relax. You can just close them for five minutes and think about something pleasant. At the same time, do not lower your head forward. Performing similar exercises for the eyes while working at the computer helps to relax and train them.

Appendix 2

Slide color design

Color theory:

red-positive and cheerful, but after the 18th slide it causes

aggression and lack of learning;

yellow- it’s better to tone it down closer to beige, a good color for

junior and middle school students;

green(soft, muted) – up to 29-30 slides are perceived

optimal;

blue(soft) – positive color up to 30 slides;

violet– does not contribute to the memorization of information;

white- promotes the reproduction of information from 50 to 70%;

black– the color of aggression and stress;

brown(bright) – after the 23rd slide causes a rise in blood pressure;

grey– causes anxiety.

Appendix 3

Using ICT in my activities

During my work as a teacher, I used ICT:

1.Design of stands, groups

2. Selection of material for GCD

3.Prepare documentation and reports

4. Creation of presentations, videos, posters, booklets, business cards for children, parents, kindergarten workers

5.Exchange of work experience, participation in competitions via the Internet

6. Participated in the creation of a kindergarten website

7. I improved my qualifications remotely

8. Selected dances and songs for matinees

9.Edited text, photographs, songs.

Appendix4

Diagnosis of the influence of ICT on children's development.