Information communication technologies in preschool educational institutions

ICT in kindergarten

Information and communication technologies in preschool education (ICT) are a complex of educational and methodological materials, programs, 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), and also for the education (development, diagnosis, correction) of children.

The introduction of ICT in kindergarten increases the requirements for the level of professionalism of the teacher, because information culture is part of the general pedagogical culture.

The ICT section of the preschool kindergarten website for different groups contains many interesting publications for educators on various topics:

ICT in preschool educational institutions
Summary of GCD with ICT in kindergarten
Summary of GCD in kindergarten on speech development with ICT, senior preschool age
Integrated lesson using ICT in the middle group
Possibilities of using ICT in the educational process and in working with teaching staff
Summary of a lesson using ICT in the preparatory group
GCD for FEMP using ICT based on a fairy tale
The use of information and communication technologies in the educational process
Information technologies for working with children 4-6 years old in teaching drawing and music
Application of information and communication technologies (ICT) in the educational process of preschool educational institutions
ICT in the process of development and learning of young children
Comprehensive lesson on speech development using ICT
Summary of a lesson in mathematics in a preparatory group for school using ICT
Summary of GCD using ICT in the preparatory group of kindergarten
The use of information and communication technologies in the formation of elementary mathematical concepts

In kindergarten, ICT can be successfully used in the educational process. ICT in a preschool educational institution can be classified: ICT, with the help of which pedagogical problems are solved (electronic textbooks, electronic systems for teaching and monitoring knowledge). Electronic systems for the practical application of knowledge (virtual designer, programs for modeling, simulator).

It is impossible to imagine a modern kindergarten without information and communication technologies. The opportunities provided by network electronic resources make it possible to solve a number of problems that are relevant for specialists working in the preschool education system.

ICT is most widely used in kindergarten when working with older preschoolers and younger ones. These are usually interactive training programs and multimedia presentations. 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.

Information and communication technologies in the practice of preschool education have a very positive effect on the education of children in general; IT technologies help children in mastering various materials.

Information and communication technologies in preschool educational institutionsmethodological development

The use of ICT technologies in the educational process of preschool educational institutions"

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. Informatization of the education system places new demands on the teacher and his professional competence. A teacher’s communicative competence presupposes the ability to build communications in various formats: oral, written, discussion, visual, computer, electronic.

The use of ICT is one of the priorities of education. Informatization of the education system places new demands on the teacher and his professional competence

A preschool 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.

In order to raise a physically developed, inquisitive, active, emotionally responsive child who has mastered the means of communication and ways of interacting with adults and peers, trained teaching staff are needed who are able to combine traditional teaching methods and modern information technologies. This requires the introduction and use of information technologies in preschool educational institutions.

Informatization of education in Russia is one of the most important mechanisms affecting all main directions of modernization of the educational system. Its main task is the effective use of the following major advantages of information and communication technologies:

the possibility of organizing a cognition process that supports an activity-based approach to the educational process;
individualization of the educational process while maintaining its integrity;
creation of an effective management system for information and methodological support of education.

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

1. Organizational:

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

2. Pedagogical:

increasing the ICT competence of preschool teachers;

b. introduction of ICT into the educational space.

What is ICT?

Information educational technologies are all technologies in the field of education that use special technical means (PC, multimedia) to achieve pedagogical goals.

Information and communication technologies in education (ICT) is a complex of educational and methodological materials, technical and instrumental means of computer technology in the educational process, forms and methods of their application to improve the activities of specialists in educational institutions (administration, educators, specialists), as well as for education (development, diagnosis, correction) of children.

Areas of application of ICT by preschool teachers

1. Maintaining documentation.

In the process of educational activities, the teacher draws up and draws up calendar and long-term plans, prepares material for the design of the parent corner, conducts diagnostics and presents the results both in printed and electronic form. Diagnostics should be considered not as a one-time carrying out of the necessary research, but also as maintaining an individual diary of the child, in which various data about the child, test results are recorded, charts are drawn up, and the dynamics of the child’s development are generally monitored. Of course, this can be done without the use of computer technology, but the quality of design and time costs are not comparable.

An important aspect of the use of ICT is the preparation of teachers for certification. Here you can consider both the preparation of documentation and the preparation of an electronic portfolio.

2. Methodological work, teacher training.

In the information society, networked electronic resources are the most convenient, fastest and 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 process.

The educational process includes:

organization of direct educational activities of the student,
organizing joint developmental activities between teachers and children,
implementation of projects,
creation of a developmental environment (games, manuals, teaching materials).

In preschool children, visual-figurative thinking predominates. The main principle when organizing the activities of children of this age is the principle of clarity. The use of a variety of illustrative material, both static and dynamic, allows preschool teachers to quickly achieve their intended goal during direct educational activities and joint activities with children. The use of Internet resources makes it possible to make the educational process information-intensive, entertaining and comfortable.

There are 3 types of activities using ICT.

1. Lesson with multimedia support.

In such a lesson, only one computer is used as an “electronic board”. At the preparation stage, electronic and information resources are analyzed and the necessary material for the lesson is selected. Sometimes it can be very difficult to find the necessary materials to explain the topic of a lesson, so presentation materials are created using PowerPoint or other multimedia programs.

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

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

With the help of multimedia presentations, children learn complexes of visual gymnastics and exercises to relieve visual fatigue.

Multimedia presentations make it possible to present educational and developmental material as a system of vivid supporting images filled with comprehensive structured information in an algorithmic order. In this case, various channels of perception are involved, which makes it possible to embed information not only in factual, but also associative form in the memory of children.

The purpose of this presentation of developmental and educational information is to form a system of mental images in children. Presenting material in the form of a multimedia presentation reduces learning time and frees up children's health resources.

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

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

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

Implementation of polysensory perception of material;
The ability to demonstrate various objects using a multimedia projector and projection screen in a many times enlarged form;
Combining audio, video and animation effects into a single presentation helps compensate for the amount of information children receive from educational literature;
The ability to demonstrate objects that are more accessible to the intact sensory system;
Activation of visual functions and eye abilities of the child;
Computer presentation slide films are convenient to use for displaying information in the form of printouts in large font on a printer as handouts for classes with preschoolers.

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

2. Lesson with computer support

Most often, such classes are conducted using game-based training programs.

In this lesson, several computers are used, on which several students work simultaneously. The use of an electronic textbook (and a gaming educational game for children is an electronic textbook) is a method of programmable learning, the founder of which is Skinner. Working with an electronic textbook, the child independently studies the material, completes the necessary tasks and then passes a competency test on this topic.

The computer's capabilities make it possible to increase the volume of material offered for review. A bright 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 of foreign languages with good animation.

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

4. Travel games, “action games”.

5. The simplest programs for teaching reading, mathematics, etc.

The use of such programs allows not only to enrich knowledge, to use the computer for a more complete acquaintance with objects and phenomena that are 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:

methods of using ICT in the educational process of preschool educational institutions;
systematization of computer development programs;
unified program and methodological requirements for computer classes.

Today, this is the only type of activity that is not regulated by a special educational program. Teachers have to independently study the approach and implement it in their activities.

The use of ICT does not provide for teaching children the basics of computer science and computer technology.

An important rule when organizing such classes is their frequency. Classes should be held 1-2 times a week, depending on the age of the children, for 10-15 minutes of direct activity at the PC.

3. Diagnostic lesson.

To conduct such classes, special programs are required, which is rare or does not exist in some general education programs. But the development of such computer programs is a matter of time. Using application software, you can develop test tasks and use them for diagnostics. In the process of conducting traditional diagnostic classes, the teacher needs to record the level of problem solving by each child according to certain indicators. The use of special computer programs will not only make the teacher’s work easier and reduce time costs (use several computers at the same time), but will also allow you to save diagnostic results, considering them over time.

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

The use of computers in educational and extracurricular activities looks very natural from the child’s point of view and is one of the effective ways to increase motivation and individualize learning, develop creative abilities and create a favorable emotional background. Modern research in the field of preschool pedagogy K.N. Motorina, S.P. Pervina, M.A. Kholodnoy, S.A. Shapkina et al. indicate the possibility of mastering a computer by children aged 3-6 years. As is known, this period coincides with the moment of intensive development of the child’s thinking, preparing the transition from visual-figurative to abstract-logical thinking.

The introduction of information technologies has advantages over traditional means of teaching:

1. ICT makes it possible to expand the use of electronic learning tools, as they transmit information faster.

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

3. Provides clarity, which promotes perception and better memorization of material, which is very important, given the visual-figurative thinking of preschool children. In this case, three types of memory are included: visual, auditory, motor.

4. Slideshows and video clips allow you to show those moments from the outside world that are difficult to observe: for example, the growth of a flower, the rotation of planets around the Sun, the movement of waves, it’s raining.

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

6. The use of information technology encourages children to search for research activities, including searching the Internet independently or together with their parents;

7. ICT is an additional opportunity to work with children with disabilities.

ICT in working with parents.

Traditional forms of working with parents, despite all their positive characteristics, have objective difficulties:

parents have a limited amount of time both to attend parent-teacher meetings and attend consultations in kindergarten;
and a lack of capacity to provide needed information to parents in a timely manner.

Today, the use of information and communication technologies in the educational process is one of the priority areas of modernization of education, which allows not only to improve the quality of education, but also to achieve a new level of relations between participants in the educational process at all stages of teaching activity.

In order for the kindergarten to become a source of information about the child, the development of child-parent relationships, and about new forms of joint cognitive and communicative activities in the triad “child – parent – teacher”, it is necessary to equip a family media library in the preschool educational institution.

Information can be stored not only in books, but also on disks, audio and video cassettes. It will be more interesting for young parents (especially dads) to get acquainted with current issues in raising children using media aids, as well as educational portals and websites on the Internet. Our task is to create such multimedia aids and familiarize parents with the addresses of the portals.

An equally effective form of work is an information stand. Its advantages must be emphasized. Firstly, transmitting information in writing does not require much time. Secondly, it is easier for parents to retain its entire volume in memory, and they can return to the materials more than once. And thirdly, in order for adults to be able to comprehend the recommendations received and follow them, it is necessary to offer a certain algorithm of actions and a reminder that will allow them to apply knowledge in practice. Colorfully designed, with large, clear font, and bright pictures, they attract the attention of even the least active parents.

With all the constant advantages of using ICT in preschool education, the following problems arise:

1. Material base of the preschool educational institution.

As noted above, to organize classes you must have a minimum set of equipment: a PC, projector, speakers, screen or mobile classroom. Not all kindergartens today can afford to create such classes.

2. Protecting the child's health.

Recognizing that the computer is a new powerful tool for the development of children, it is necessary to remember the commandment “DO NO HARM!” The use of ICT in preschool institutions requires careful organization of both the classes themselves and the entire regime as a whole in accordance with the age of the children and the requirements of the Sanitary Rules.

When computers and interactive equipment operate indoors, specific conditions are created: humidity decreases, air temperature rises, the number of heavy ions increases, and electrostatic voltage in the area of children’s hands increases. The intensity of the electrostatic field increases when finishing the cabinet with polymer materials. The floor must have an antistatic coating, and the use of carpets and rugs is not allowed.

To maintain an optimal microclimate, prevent the accumulation of static electricity and deterioration of the chemical and ionic composition of the air, it is necessary to: ventilate the office before and after classes, wet cleaning before and after classes. We conduct classes with older preschoolers once a week in subgroups. In his work, a teacher must 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, their operational characteristics, the user interface of each program (the specific technical rules for operating with each of them), but also understand the technical characteristics of the equipment, be able to work in basic application programs, multimedia programs and the network Internet.

If the preschool educational institution team manages to solve these problems, then ICT technologies will become a great help.

The use of information technology will help the teacher increase the motivation of children's learning and will lead to a number of positive consequences:

enriching children with knowledge in its figurative-conceptual integrity and emotional coloring;
facilitating the process of learning material by preschoolers;
arousing keen interest in the subject of knowledge;
expanding the general horizons of children;
increasing the level of use of visuals in the classroom;
increasing teacher productivity.

It is undeniable that in modern education the computer does not solve all problems; it remains just a multifunctional technical teaching tool. No less important are modern pedagogical technologies and innovations in the learning process, which make it possible not only to “invest” in each child a certain stock of knowledge, but, first of all, to create conditions for the manifestation of his cognitive activity. Information technologies, in combination with properly selected (or designed) teaching technologies, create the necessary level of quality, variability, differentiation and individualization of training and education.

So, the use of information technology will make the process of learning and development of children quite simple and effective, free them from routine manual work, and open up new opportunities for early education.

Informatization of education opens up new opportunities for teachers to widely introduce new methodological developments into pedagogical practice aimed at intensifying and implementing innovative ideas in educational, educational and correctional processes. Recently, information and communication technologies (ICT) have become a good assistant for teachers in organizing educational and correctional work.

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

The use of information technologies in education makes it possible to significantly enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.

List of used literature:

1. Kalinina T.V. DOW management. “New information technologies in preschool childhood.” M, Sphere, 2008

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

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

4.Motorin V. “Educational possibilities of computer games.” Preschool education, 2000, No. 11.

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

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

Use of ICT technologies by preschool teachers

The use of ICT technologies in the educational process in the context of the introduction of the Federal State Educational Standard of the Preschool Educational Institution
Author: Buzmakova Svetlana Vladimirovna, teacher of the Municipal Preschool Educational Institution “Kindergarten No. 88”, Berezniki, Perm Territory Description: the work will be of interest to teachers who use ICT technologies when organizing work in the preschool educational institution, the work contains a description of the experience of implementing ICT technologies; the work identifies the problems and prospects for using ICT technologies in preschool educational institutions. Goal: 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 most important advantages of information and communication technologies: - The ability to organize the process of cognition that supports an activity-based approach to the educational process; — Individualization of the educational process while maintaining its integrity; — Creation of an effective management system for information and methodological support of education. The key directions of the process of informatization of preschool educational institutions are: 1. Organizational: - Modernization of the 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) is a complex of educational and methodological materials, technical and instrumental means of computer technology in the educational process, forms and methods of their use to improve the activities of specialists in educational institutions (administration, educators, specialists), as well as for education (development, diagnosis, correction) of children. Areas of application of ICT by preschool teachers

1.
Maintaining documentation. In the process of educational activities, the teacher draws up and draws up calendar and long-term plans, prepares material for the design of the parent corner, conducts diagnostics and presents the results both in printed and electronic form. Diagnostics should be considered not as a one-time carrying out of the necessary research, but also as maintaining an individual diary of the child, in which various data about the child, test results are recorded, charts are drawn up, and the dynamics of the child’s development are generally monitored. Of course, this can be done without the use of computer technology, but the quality of design and time costs are not comparable. An important aspect of the use of ICT is the preparation of teachers for certification. Here you can consider both the preparation of documentation and the preparation of an electronic portfolio. 2. Methodological work, teacher training . In the information society, networked electronic resources are the most convenient, fastest and most modern way to disseminate new methodological ideas and teaching aids, available to methodologists and teachers regardless of their place of residence. Information and methodological support in the form of electronic resources can be used when preparing a teacher for classes, to study new techniques, and when selecting visual aids for classes. Online communities of teachers allow not only to find and use the necessary methodological developments, but also to post their materials, share their teaching experience in preparing and conducting events, and using various methods and technologies. The modern educational environment requires special flexibility from the teacher when preparing and conducting pedagogical events. A teacher needs to regularly improve his qualifications. The ability to implement modern teacher requests is also possible using remote technologies. When choosing such courses, you need to pay attention to the availability of a license on the basis of which educational activities are carried out. Distance training courses allow you to choose the direction of interest to the teacher and study without interrupting your main educational activities. An important aspect of a teacher’s work is participation in various pedagogical projects, distance competitions, quizzes, and Olympiads, which increases the level of self-esteem of both the teacher and students. In-person participation in such events is often impossible due to the remoteness of the region, financial costs and other reasons. And remote participation is available to everyone. In this case, it is necessary to pay attention to the reliability of the resource and the number of registered users. It is undeniably important to use ICT technologies both for maintaining documentation and for more effectively conducting methodological work and for improving the level of qualifications of a teacher, but the main thing in the work of a preschool teacher is the conduct of the educational process. 3. Educational process. The educational process includes: - organization of direct educational activities of the pupil, - organization of joint developmental activities of the teacher 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 multisensory perception of the 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, eye abilities of the child; — Computer presentation slide films are convenient to use for displaying information in the form of printouts in large font on a printer as handouts for classes with preschoolers. The use of multimedia presentations allows you to make classes emotionally charged, attractive, arouse keen interest in the child, and are an excellent visual aid and demonstration material, which contributes to the good 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. Classes with computer support Most often, such classes are conducted using game-based training programs. In this lesson, several computers are used, on which several students work simultaneously. The use of an electronic textbook (and a gaming educational game for children is an electronic textbook) is a method of programmable learning, the founder of which is Skinner. Working with an electronic textbook, the child independently studies the material, completes the necessary tasks and then passes a competency test on this topic. The computer's capabilities make it possible to increase the volume of material offered for review. A bright 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 satisfy: - exploratory in nature, - ease for a child to study independently, - development of a wide range of skills and ideas, - high technical level, - age appropriate, - entertaining. Types of educational programs for preschool children 1. Games for the development of memory, imagination, thinking, etc. 2. “Talking” dictionaries of foreign languages with good animation. 3. ART studios, simple graphic editors with libraries of drawings. 4. Travel games, “action games”. 5. The simplest programs for teaching reading, mathematics, etc. The use of such programs allows not only to enrich knowledge, to use a computer for a more complete acquaintance with objects and phenomena that are beyond the child’s own experience, but also to increase the child’s creativity; the ability to operate with symbols on a monitor screen helps optimize the transition from visual-figurative to abstract thinking; the use of creative and director's games creates additional motivation in the formation of educational activities; Individual work with a computer increases the number of situations that a child can solve independently. When organizing classes of this type, it is necessary to have a stationary or mobile computer class that complies with SANPiN standards and licensed software. Today, many kindergartens are equipped with computer classes. But the following are still missing: - Methodology for using ICT in the educational process of preschool educational institutions; — Systematization of computer development programs; — Unified software and methodological requirements for computer classes. Today, this is the only type of activity that is not regulated by a special educational program. Teachers have to independently study the approach and implement it in their activities. The use of ICT does not provide for teaching children the basics of computer science and computer technology. An important rule when organizing such classes is their frequency. Classes should be held 1-2 times a week, depending on the age of the children, for 10-15 minutes of direct activity at the PC. 3. Diagnostic lesson. To conduct such classes, special programs are required, which is rare or does not exist in some general education programs. But the development of such computer programs is a matter of time. Using application software, you can develop test tasks and use them for diagnostics. In the process of conducting traditional diagnostic classes, the teacher needs to record the level of problem solving by each child according to certain indicators. The use of special computer programs will not only make the teacher’s work easier and reduce time costs (use several computers at the same time), but will also allow you to save diagnostic results, considering them over time. Thus, in contrast to conventional technical means of education, information and communication technologies make it possible not only to saturate the child with a large amount of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and what is very important in early childhood - the ability to independently acquire new knowledge. The use of computers in educational and extracurricular activities looks very natural from the child’s point of view and is one of the effective ways to increase motivation and individualize learning, develop creative abilities and create a favorable emotional background. Modern research in the field of preschool pedagogy K.N. Motorina, S.P. Pervina, M.A. Kholodnoy, S.A. Shapkina et al. indicate the possibility of mastering a computer by children aged 3-6 years. As is known, this period coincides with the moment of intensive development of the child’s thinking, preparing the transition from visual-figurative to abstract-logical thinking. The introduction of information technologies has advantages over 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 an additional opportunity to work with children with disabilities. With all the constant advantages of using ICT in preschool education, the following problems
: 1.
Material base of the preschool educational institution. As noted above, to organize classes you must have a minimum set of equipment: a PC, a projector, speakers, a screen or a mobile classroom. Not all kindergartens today can afford to create such classes. 2. Protecting the child's health. Recognizing that the computer is a new powerful tool for the development of children, it is necessary to remember the commandment “DO NO HARM!” The use of ICT in preschool institutions requires careful organization of both the classes themselves and the entire regime as a whole in accordance with the age of the children and the requirements of 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, their operational characteristics, the user interface of each program (the specific technical rules for operating with each of them), but also understand the technical characteristics of the equipment, be able to work in basic application programs, multimedia programs and the network Internet.
If the preschool educational institution team manages to solve these problems, then ICT technologies will become a great help. The use of information technology will help the teacher increase the motivation of children's learning and will lead to a number of positive consequences: - enriching children with knowledge in their figurative-conceptual integrity and emotional coloring; - facilitating the process of learning material by preschoolers; - arousing keen interest in the subject of knowledge; — expanding the general horizons of children; - increasing the level of use of visual aids in the classroom; — increasing teacher productivity. It is undeniable that in modern education the computer does not solve all problems; it remains just a multifunctional technical teaching tool. No less important are modern pedagogical technologies and innovations in the learning process, which make it possible not only to “invest” in each child a certain stock of knowledge, but, first of all, to create conditions for the manifestation of his cognitive activity. Information technologies, in combination with properly selected (or designed) teaching technologies, create the necessary level of quality, variability, differentiation and individualization of training and education. So, the use of information technology will make the process of learning and development of children quite simple and effective, free them from routine manual work, and open up new opportunities for early education. Informatization of education opens up new opportunities for teachers to widely introduce new methodological developments into teaching practice aimed at intensifying and implementing innovative ideas in educational, educational and correctional processes. Recently, information and communication technologies (ICT) have become a good assistant for teachers in organizing educational and correctional work. Unlike conventional technical means of education, information and communication technologies make it possible not only to saturate the child with a large amount of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and what is very important in preschool childhood - the ability to independently acquire new knowledge. The use of information technologies in education makes it possible to significantly enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency. List of used literature.

1. Management of innovation processes in preschool educational institutions. – M., Sfera, 2008 2. Gorvits Yu., Pozdnyak L. Who should work with a computer in kindergarten. Preschool education, 1991, No. 5 3. Kalinina T.V. DOW management. "New information technologies in preschool childhood." M, Sfera, 2008 4. Ksenzova G.Yu. Promising school technologies: educational and methodological manual. - M.: Pedagogical Society of Russia, 2000 5. Motorin V. “Educational capabilities of computer games.” Preschool education, 2000, No. 11 6. Novoselova S.L. Computer world of a preschooler. M.: New School, 1997

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Main goals, objectives, directions of informatization of preschool educational institutions

Main goals, objectives, directions of informatization of preschool educational institutions

Currently, there is an active process of informatization of preschool educational institutions, as our society is rapidly developing towards the transition to an information society, in which information resources play a key role. An effective mechanism for improving the quality of education, upbringing, and management of preschool educational institutions is the introduction of modern information educational technologies, including the use of the latest electronic educational resources.

Informatization of preschool educational institutions is the process of providing preschool educational institutions with the methodology and practice of developing and optimally using modern ICT tools, focused on the implementation of psychological and pedagogical goals of training, education and their use in management activities.

The main goals and objectives of informatization of preschool educational institutions

If we describe the process of informatization of preschool educational institutions formally, then it can be represented as a sequence of transitions of an educational institution from one state to another. This transition, as a rule, requires special efforts from teachers, which must be organized in one way or another: these can be one-time events or an entire program of work.

The task of informatization of preschool educational institutions is still defined too one-sidedly: the problems of equipping with computer equipment and connecting to the Internet remain in the foreground, and the substantive side of using these tools is not given due attention.

Technical support, of course, is a necessary, but insufficient basis for the informatization process. Informatization of preschool educational institutions can fully form a unified information educational space only on the basis of the development of a clear concept that defines priority goals, determines the priority goals of informatization and the means of achieving them, taking into account the specifics of a particular preschool educational institution.

In publications devoted to informatization of preschool educational institutions, at least three main tasks of informatization of preschool educational institutions are identified:

— increasing the effectiveness of upbringing and education;

— development of information culture.

— development of preschool educational institutions management using information technologies.

At the same time, the first goal assumes that the informatization of preschool educational institutions should lead to more effective implementation of social educational and educational orders.

The second goal involves the development of general skills in the use of information technology, both for educators and students, to improve the efficiency of their activities.

The third goal involves the development of preschool educational institutions management in modern conditions; development of information technologies in the professional activities of educators.

The process of informatization of preschool educational institutions is stage-by-stage (multi-level) in nature, its goals and objectives are to a large extent determined by the features of a specific stage of implementation. Thus, at the first stage, the main goal should be to involve all participants in the educational process in the process of informatization. It is advisable to rely on already widespread approaches to informatization of educational institutions, take into account the current situation in the field of informatization of a given preschool educational institution, information needs and the degree of psychological readiness for informatization of participants in the educational process.

To date, two main approaches to informatization of preschool educational institutions have become widespread.

The first is the informatization of preschool educational institutions as an enterprise. In this case, first of all, financial and economic activities are automated: accounting, material and technical accounting, personnel accounting. This approach does not contribute to the creation of a full-fledged information educational space, and it is applicable only in those institutions where there is a basis for informatization of administrative and economic work (for example, they have their own accounting department).

The basis of another approach is the informatization of the educational process, where the formation of a unified information space of preschool educational institutions is carried out through the informatization of pedagogical activities.

The creation of a full-fledged unified information space of a preschool educational institution requires a combination of different approaches to informatization with mandatory consideration of the specifics of a particular preschool educational institution.

The process of informatization in preschool educational institutions includes a number of indicators:

* the readiness and ability of teachers to work effectively in a new information environment and changing organizational conditions (pedagogical ICT - competence of educators);

* changes in the classes of co-organization of participants in the educational process (changes in regulations, procedures, work of preschool educational institutions);

* changes in the methods and organizational forms of work of children, individual teachers and the teaching staff of preschool educational institutions as a whole (dissemination of ICT methods and organizational forms of educational work).

Directions of informatization of preschool educational institutions

The following main directions of informatization of preschool educational institutions are currently being considered:

— informatization as technical equipment of preschool educational institutions;

— informatization of preschool educational institutions as the introduction of new information technologies in education and upbringing;

— informatization of management activities of preschool educational institutions.

One of the areas of informatization of preschool educational institutions is informatization as the technical equipment of preschool educational institutions.

Several years ago, when the process of informatization was just beginning, it was considered as a process of equipping a preschool educational institution with new information technologies (number of computers, Internet connections, etc.). The presence of technology looks like evidence of the well-being of the preschool educational institution, its administration, teaching staff, and students .

A significant factor in computerization is the understanding by heads of institutions, teachers, and parents that the computer and the Internet are tools that give effect only if they are included in the interior of a preschool educational institution as tools. Then the content and organization of the educational process, as well as its results, change.

Over the past decades, modern means of information technology have made it possible, real and convenient to collect various types of information about the world around us. Forming skills in using collection tools and digital collection and digital input of information is already feasible for preschool children and is becoming an important element of primary education.

A preschool child collects digital images of the world around him using a digital camera. Gradually, he acquires ICT qualifications for obtaining high-quality images in parallel with ICT competence, expressed in the precise selection of an object for shooting, the selection of images in accordance with a given purpose, the choice of names for images and folders where the images are stored. The child receives subject-matter competence in the field of literacy and speech development, expressed in the correct spelling of folder names and the ability to construct a story based on a photograph.

Digital microscope is a microscope equipped with a device for converting an image into a digital signal for input into a computer. At the same time, changes in the image can be recorded on the computer, for example, the movement of microorganisms, resulting photographs and video clips can be mounted in a presentation, etc.

A scanner is a necessary digital tool for the educational process. It allows you to freely use existing non-digital information sources, including the visual works of the children themselves, pictures they found, etc.

A digital projector serves as a powerful tool for direct, personal communication in almost any activity. Even preschoolers can successfully use it, editing a sequence of photographs or video clips they have created into a presentation and then telling listeners in a group about what they see on the screen. Of course, the teacher also needs a projector, because... it significantly increases the comfort of the performance for him and enhances the clarity and emotional component for preschoolers.

Interactive whiteboards allow the teacher to include an on-screen presentation of handwritten notes, notes, etc. right during the performance, highlight individual objects on the screen and much more.

The possibility of using printers and copiers in conjunction with a computer is beyond doubt. However, in preschool educational institutions it has its own specifics. One aspect of this specificity is that many preschool educational institutions cannot afford uncontrolled printing due to the cost of materials. Another aspect is that preschool educational institutions need not only the most common, but also less standard printers. Color also turns out to be not a luxury, but a means of learning and self-expression.

A necessary condition for the implementation of all these areas is the provision of an appropriate material and technical base:

installation and maintenance of computer equipment and software in classrooms and groups; provision of technical conditions for Internet access.

The next direction that is envisaged by the informatization of preschool educational institutions is the use of ICT in management activities. It is known that if a leader is interested in using modern educational technologies, then they will be used in preschool educational institutions.

The areas of informatization of preschool educational institutions management are quite diverse:

passport of the educational institution (general information about the educational institution, logistics and methodological support, preparation of a preschool educational institution report, etc.);
personnel (keeping personal files, recording the movement of employees, introducing a book of orders for personnel, tariffs);
pupils and their parents (keeping personal files, recording attendance, monitoring education and training, psychological and pedagogical support, etc.);
class schedule (automated preparation of class schedule options with the ability to select the optimal one);
library (accounting for the library collection and its demand, maintaining electronic catalogs for the library);
medical office (entry of children’s medical records, medical support);
accounting (accounting for financial documents, introducing financial, economic and statistical reporting).

One of the most basic directions of informatization of preschool educational institutions is changing the forms and methods of the educational process in preschool educational institutions.

The use of modern information technologies as teaching tools and management of the educational process shows the shortcomings of traditional school practices. The computer takes over the functions of receiving information, copying it, storing reproductions, as well as solving problems according to the algorithm once described, leaving the choice of goals, analytics, design, and the task of organizing social conditions for obtaining and using the results obtained to the person. Information management and management based on its qualified use becomes relevant for the administration of preschool educational institutions, teachers and children. Understanding the meaning of activities, a conscious search for information, setting goals and objectives, organizing contacts, business processes, calculating opportunities and risks - these are the conditions for the development of preschool educational institutions and, at the same time, an expression of the quality of modern education.

The use of microelectronics for the automatic collection, transformation, storage, search and transmission of information of any kind over a distance is becoming a necessary part of people’s culture, a condition for socialization, and quality of life. Information and communication tools provide new opportunities for accumulating and transmitting relevant methodological information. In educational authorities and preschool educational institutions, conditions appear for the creation, maintenance and development of integrated virtual educational tools, each segment of which is provided with resources, united interests in the common subject of teachers, methodologists, scientists, authors of project ideas and external students working in different teams.

Therefore, now there is a need to organize the learning process on the basis of modern information and communication technologies, where electronic media are increasingly used as sources of information.

An effective mechanism for increasing the accessibility of quality education is the introduction of modern information educational technologies, including the use of the latest electronic educational resources.

Information educational technologies refer to all technologies in the field of education that use special technical information tools (computer, audio, cinema, video) to achieve pedagogical goals.

Increasing the accessibility of quality education can be helped, not least by new pedagogical and also information technologies. It is impossible to separate one from the other, since only the widespread introduction of new pedagogical technologies will make it possible to change the very paradigm of education, and only new information technologies will make it possible to most effectively realize the opportunities inherent in new pedagogical technologies.

Over the past years, joint work has been carried out on informatization and computerization of preschool educational institutions. Federal educational portals have been created, most preschool educational institutions are equipped with computers. Many educational institutions have Internet access. More and more teachers are mastering computer and Internet user skills and taking courses on the use of new information technologies in the educational process and educational activities.

An even higher level of human information culture is represented by information competence - computer literacy and the ability to search for information, use and evaluate information, mastery of computer communications technologies, the ability to master and use the capabilities of information technology to solve problems.

Changing requirements for the quality of training and education, due to ongoing socio-economic processes and the globalization of the informatization process, predetermines the need not only to revise and update the content of training, but to develop new pedagogical technologies that ensure the formation and increase of the level of competence, key competencies declared by the education development strategy as a new type of educational result.

The main areas of use of new information technologies in the educational process are:

direction that is used to present new material. In this direction, demo encyclopedic programs and computer presentations can be used;
a direction that aims to conduct experimental work using multimedia;
direction when consolidating the presented material. This is the use of a variety of training programs and laboratory work;
direction used for control and inspection. These include assessment testing and monitoring programs.

Informatization of preschool education is the process of its development. To evaluate it, it is necessary to determine to what extent the new state of the preschool educational institution differs from its previous state.

Based on the above provisions, we can propose a model based on several assumptions:

the process of informatization of preschool educational institutions is discrete in nature;
informatization of preschool educational institutions is developing unevenly along with educational institutions, where this process is just beginning;
in the space of informatization states there are groups of states close to each other;
degradation of educational institutions is socially prohibited.

The motivational sphere is greatly influenced by the work of children with a computer, including computer games, and the cognitive sphere associated with the activity of cognitive processes and the child’s personality are also influenced. There is quite contradictory data in the literature about the impact of a computer on the development of a child’s mental characteristics. This is explained by the place of the computer in the structure of activity, the nature and duration of work with the computer, the age of the children and a number of other important conditions. Analysis of literary data shows that working with a computer affects almost all basic mental phenomena: sensations, perception, memory, thinking, imagination, communication, character, abilities, etc.

In classes at preschool educational institutions, the use of ICT allows us to raise the process of learning and education to a qualitatively new level: it is much more interesting for a modern child to perceive information in this form. The inclusion of animation and video fragments in multimedia makes it possible to enhance visual perception and facilitate the assimilation of educational material.

The use of ICT in various classes allows: to develop the ability of preschool children to navigate the information flows of the world around them; master practical ways of working with information; develop skills that allow you to exchange information using modern technical means; activate their cognitive activity. Thanks to the use of ICT, the teacher moves from an explanatory and illustrated method of teaching to an activity-based one, in which the child becomes an active subject of learning activities. ICT arouses interest in preschoolers.

Thus, the work spent on managing cognitive activity, with the help of ICT tools, justifies itself in all respects: it improves the quality of knowledge; promotes the child in overall development; helps overcome difficulties; brings joy to a child's life; allows for training and education in the zone of proximal development; creates favorable conditions for better mutual understanding between teachers and students and their cooperation in the educational process.

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