Consultation “Interactive forms of working with parents.” Kindergarten teachers, school teachers and educators

Consultation “Interactive forms of working with parents”

Svetlana Tubasova

Consultation “Interactive forms of working with parents”

Dear teachers, I want to share with you my experience of working with parents (Tubasova S.K., Pentina E.V.)

In accordance with the Federal State Educational Standard for Preschool Education, one of the main principles of preschool education is cooperation between the preschool educational institution and the family. The Standard states that it “is the basis for providing assistance to parents (legal representatives)

in raising children, protecting and strengthening their physical and mental health, developing individual abilities and the necessary correction of their developmental disorders.”

Currently, interaction with parents of pupils occupies a worthy place among the priority areas of the educational process of a preschool institution. We clearly understand the priority of family education along with the need for psychological and pedagogical assistance to parents . The organization of interaction between a preschool educational institution and a family is based on the principles of continuity of coordinated actions, feedback, and an individual approach to each family. The inclusion of the family as a partner and active subject in the educational environment of a preschool educational institution qualitatively changes the conditions of interaction between teachers and parents who have their own strategic interests in the field of preschool education of the child.

Cooperation between teachers and parents presupposes equality of positions of partners, respectful attitude towards each other of the interacting parties, taking into account their individual capabilities and abilities. The most important way to realize cooperation between teachers and parents is their interaction, in which parents are not passive observers, but active participants in the educational process.

In a modern preschool educational institution, my partner and I use new, interactive forms of cooperation with parents , which allow me to involve them in the process of learning, development and knowledge of their own child.

The word " interactive "

came to us from the English language from the word
“interact”
, where
“inter”
is mutual,
“act”
is to act.

Interactive means the ability to interact or be in a conversation mode, dialogue with something (for example, a computer)

or by someone
(for example, a person)
.

When organizing joint work with families of pupils, we adhere to the following basic principles:

• openness of the kindergarten to families (I provide each parent with the opportunity to know and see how their child lives and develops);

• cooperation between teachers and parents in raising children ;

• creation of an active developmental environment that provides unified approaches to personal development in the family and children's team;

• diagnosis of general and specific problems in the development and upbringing of a child.

The main goal of our work :

Involving the family in a single educational space through visual information forms and various activities.

Tasks:

• Create conditions for a favorable climate of interaction with parents .

• Activate and enrich the parenting and educational skills of parents .

• Provide parents with the opportunity to communicate with each other and share experiences of family education.

The use of interactive methods allows us to significantly deepen the impact of the teacher on parents , who gain experience of direct living and response, which contributes to the integration of psychological and pedagogical knowledge and skills.

To create a favorable climate for interaction with parents, our reception area is decorated in the same “Flower Meadow”

.
Our group is a winner in the preschool educational institution competition for “Best
Parents’ Corner ” .
(1 PLACE)
The following reception corners are especially popular:

• "Training and Education"

— articles are posted on topical issues of education and training, prepared by educators and specialists,
information about the features of the kindergarten (programs and technologies, areas of development, innovative activities of the teacher)
• “Group News”

— contains
information about events , holidays, and excursions of the group.
• "Attention! Contest!"

— contains
information for parents about competitions for crafts and creative works .
• "Mailbox"

—
information from parents
• “Book of reviews and suggestions”

—
information from parents about events held in kindergarten and proposals for events
• “Glade of success!”

—
information about the successes of our students at various levels and participation in competitions.
• “Glade of Creativity”

— an exhibition of children's drawings and crafts.

• "Weekend Dish"

—
parents share interesting recipes
• “ Information magazines ”

(
“Safety”
,
“Mother’s Day”
,
“Walk around the city”
,
“We are for a healthy lifestyle”
,
“Summer, summer has come to us! How beautiful and warm!”
)

Our daily life can no longer be imagined without information and communication technologies . The use of ICT in the educational process is one of the modern trends in preschool education. Information and communication tools help me diversify the forms of support for the educational process, improve the quality of work with parents of students , and also popularize the activities of the group teacher and kindergarten as a whole.

The advantages of using them in interaction with families of preschool children are as follows:

• minimizing the time parents have access to information ;

•the teacher’s opportunity to demonstrate any documents, photographic materials;

• ensuring an individual approach to parents of pupils ;

• optimal combination of individual work with parents and group work ;

• growth in the volume of information ;

• prompt receipt of information by parents ;

• ensuring dialogue between the teacher and the parents of the group ;

• optimization of interaction between the teacher and the family.

Each parent has a teacher's cell phone number; our group has a list of all parents' . Parents of children know that at any time they can call the teacher, send an SMS message, asking any question that concerns them or reporting a problem. With the introduction of a complex thematic principle of its organization into the educational process, I have the opportunity to inform parents individually about the successes or difficulties of the child, give short recommendations on the development of a preschooler, make an announcement, etc. The advantage of using a cell phone is the implementation of a live dialogue with parents , efficiency of information .

Thanks to the creation of our group, we were able to quickly post photo reports about the day, announcements, various materials for consolidation on lexical topics, and post interesting links on the problems of child upbringing and development. Parents , in turn, acquired the opportunity to always be aware of all the events of our group, be it nodes, excursions, just walks and various entertainments. In addition, the created group in Contact allows you to exchange photos and video files with all group members - that is, with all parents . This non-traditional form of partnership with parents contributed to the unity of the parent team .

Project activities.

When working with parents, good results are achieved by organizing project activities in kindergarten. As a rule, any project, whether small at the preschool level or large-scale, includes a block of work with families . This includes creating an exhibition, writing mini-essays, competitions, excursions, parent meetings and clubs , designing stands and much more. With such an integrated approach, parents become the most active helpers and faithful companions of teachers in any endeavor.

Project “City of My Childhood”

Goal: To develop in children a love for their hometown, its history, a sense of responsibility for the fate of the city, a desire to work for its benefit, to protect and increase its wealth. Introducing children to the history and culture of their people.

Project “Winter Fun for Children”

Goal: “ To form children’s initial ideas about a healthy lifestyle through physical activity”

Thematic events are another interactive form of working with parents . They are aimed at family cooperation in solving problems of education and upbringing of children, increasing the role and responsibility of parents in the matter of civic education and upbringing of the child. A lot of preparatory work for holding events helps to improve my professional skills and expand my existing ideas about working with children and parents .

I will dwell in detail on the promotions of the 2014-2015 academic year. Promotion: “Green Corner”

, thanks to which our corner of nature will be replenished with new indoor plants. Promotion:
“Snow Town”
, in the preschool educational institution competition for
“Best Snow Town” (our group took 2nd place)
.
for the second half of the year we have planned an action to replenish the health corner in the group “For health in kindergarten”
, the motto of our action is
“We greet the morning with exercise, we see off the evening with a walk”
, thanks to this action our health corner has been replenished with sports equipment.
To celebrate the 70th anniversary of the Great Victory, an event in memory of the fallen and respect for veterans: “We remember!
We are proud!" .
Any action is fraught with many educational moments. This includes caring for old things, objects of living and inanimate nature, while children learn not only to accept gifts, but also to make them - this is a lot of work, education of the soul. The most important thing here is in what form to present information about the action to parents , how to motivate them to participate. I do this in the form of a colorfully designed announcement . For example: the “Feeder”
(
parents and students participated in the city environmental campaign “Let’s Help the Birds”
, 1st place, in the
“Fun Feeder”
).

The interaction between family and kindergarten is a long process, long and painstaking work, requiring patience , creativity and mutual understanding from us, as teachers and parents. In new forms of interaction with parents, we implement the principle of partnership and dialogue. The main goals of interactive interaction are the exchange of experience, the development of a common opinion , the formation of skills, the creation of conditions for dialogue, group cohesion, and a change in the psychological atmosphere.

Thank you for your attention!

Interactive forms of interaction with family in preschool educational institutions

Slinko K.Yu., Panfilova T.F. Interactive forms of interaction with family in preschool educational institutions // Sovushka. 2022. N3 (21). URL: https://kssovushka.ru/zhurnal/21/ (access date: 02/05/2022).

Order No. 699953

Today, the problem of interaction between kindergarten and family remains important - on the one hand, parents in kindergarten agree with the methods and techniques of raising their children while they are in kindergarten, but on the other hand, they are not ready to perceive educators as partners and adhere to a common agreement with them. pedagogical line outside the kindergarten. Also, teachers more often see parents not as subjects of joint activity, but as another object of education. Organizing the interaction of teachers with parents and students is one of the complex areas of activity of a preschool educational institution.

The interaction between parents and teachers comes from different value systems: if for teachers it is important how the group’s activities are organized - the regime, ensuring the implementation of the program, then for parents the most important thing is how their child fits into both the regime and the implementation of the program.

Recognizing the priority of family education requires a completely different relationship between the family and the preschool institution. The novelty of these relations is determined by the concepts of “Interaction”, “Cooperation” and “Commonwealth”.

Family and preschool are two important institutions for the socialization of children. Their educational functions are different, but their interaction is necessary for the comprehensive development of the child.

Our whole life interacts with the world around us, with other people, with groups of people, with government agencies, objects of living and inanimate nature, and so on. If a person does not interact with the world around him, he does not exist for the world. But what is “Interaction” and what does this word mean?

Does the family interact with the preschool institution or the kindergarten with the family? Is it possible to put an equal sign between the words “Interaction”, “Cooperation” and “Commonwealth”?

The term “Interaction”, which implies communication, exchange of thoughts, feelings and experiences, is relatively young.

The interaction between a modern preschool institution and a family is based on cooperation - the creation of special programs aimed at improving the pedagogical culture of the family, in the education of spouses as parents, the psychological and pedagogical education of parents carried out by the preschool institution should have a target orientation. The preschool institution should be open to parents and family members, expanding the boundaries of traditional contacts.

“Cooperation” presupposes not only mutual actions, but also mutual understanding, mutual respect, mutual trust, mutual knowledge, and mutual influence.

Active joint work of teachers and parents allows us to get to know each other better and helps strengthen their relationships.

The concept of “Commonwealth” implies the unification of someone based on friendship and unity of views and interests. But is mutual friendship possible without communication, therefore without interaction? Of course not.

And since somehow community presupposes, first of all, an openness of heart towards each other, that is, the presence of empathy, then community is the highest point of interaction between a preschool institution and a family.

In addition to the usual traditional and non-traditional forms of working with parents, there are also new forms - interactive.

Interactive - means the ability to interact or be in a conversation, dialogue mode with something, such as a computer, or with someone, such as a person. The use of interactive methods makes it possible to solve several psychological and pedagogical problems. First of all, interactive methods put parents in an active position and increase parents’ readiness to interact with teachers and other specialists.

The interactive form involves not only the exchange of information between the parties, but also practical cooperation, the establishment of personal contacts between all subjects of interaction. Let's consider several interactive forms of working with parents:

Family clubs - unlike parent meetings, which are based on an edifying and instructive form of communication - a family club builds a relationship with the family on the principles of voluntariness and personal interest. The topics of the meetings are formulated and requested by parents. Family clubs are dynamic structures.

Discussions are one of the most important forms of activity that stimulates the formation of a communicative culture (the object of discussion can be an ambiguous problem, in relation to which each participant expresses his own opinion). These are round tables, symposiums, debates.

Thematic actions are aimed at family cooperation in solving problems of education and upbringing of children, increasing the role and responsibility of parents in the matter of civic education and upbringing of the child. Promotions can be garden-wide or group.

Interactive forms of interaction with the family also include: parent mail, workshops for parents to get acquainted with children's games, question and answer evenings , in a relaxed atmosphere with a cup of tea.

The interaction between family and kindergarten is a long process, long and painstaking work that requires patience, creativity and mutual understanding from teachers and parents.

In new forms of interaction with parents, the principle of partnership and dialogue is implemented.

Remote parent club is an innovative form of cooperation, the purpose of which is to enhance cooperation between kindergarten teachers and parents of preschool children using computer technology (preschool educational institution website, groups, associations in social networks).

A variety of interactive forms with parents allows educators to significantly improve relationships with families and improve the pedagogical culture of parents.

Literature:

Andriesh V.A., Bubnova S.Yu., Zaitseva I.A. Aspects of interaction between preschool educational institutions and families. St. Petersburg: Detstvo-Press, 2010.
Antipina G.A. New forms of working with parents in a modern preschool educational institution // Preschool teacher. 2011. No. 12. P. 88-94.

Koroleva E.V., Baburina E.G. Using interactive games in working with parents

The family and kindergarten constitute the main educational microenvironment for a child at a certain stage - the educational space. Both the family and the preschool institution convey social experience to the child in their own way. But only in combination with each other do they create optimal conditions for a little person to enter the big world.

The main task of interaction between teachers and parents is to establish partnerships that will allow them to combine efforts to educate children and create an atmosphere of common interests and educational efforts.

The modern family (financial and social stratification, abundance of the latest information technologies, wider educational opportunities, etc.) encourages us to look for new forms of interaction, while moving away from overorganization and boring patterns.

Parents' interest lies in the quality care and education of the child and their own growth as a teacher of their child.

We are confident that new, effective forms of bringing children, parents and teachers closer together are needed. We are not talking about a complete rejection of traditional forms. But along with them, the use and search for new non-traditional forms of work using methods of activating parents becomes the key to increasing the level of pedagogical culture of parents.

Initially (in the middle age group) we used a form of work called “Family Projects”. It’s so interesting when a child, together with his dad, mom, brothers and sisters, “works” on some kind of “discovery”, and then tells the kids in his group about what happened.

The use of the project method showed that the majority of parents of our students have fairly good computer skills. The computer, today, being the most modern tool for processing information, can serve as a powerful technical teaching tool and play the role of an indispensable assistant in the upbringing and general mental development of a child.

Therefore, the next stage (older age group) in bringing parents, children and teachers of our group closer together was the targeted use of information technology.

At older ages, the authors of the “Development” program shift their focus from the content of education to its means. That is, for the development of abilities, it is not so much knowledge and skills that are important, but how they are presented and, accordingly, mastered by children.

Most children's families have computers; parents search for information on the Internet and use them every day. Children who play computer games also use computers at home.

The computer carries a figurative type of information that is closest and most understandable to preschoolers. Movement, sound, animation attract children's attention. Children receive an emotional and cognitive charge that makes them want to act and play. The use of specialized computer technologies in working with preschool children is currently particularly relevant.

The “Federal State Requirements for the Structure of the Basic General Education Program of Preschool Education” states that the basic general education program must provide for the solution of program educational tasks in the joint activities of adults and children and independent activities of children, not only within the framework of direct educational activities, but also during regime activities moments in accordance with the specifics of preschool education; assume the construction of the educational process on age-appropriate forms of work with children. And the main form of work with preschool children and the leading activity for them is play.

Interactive games are a modern and recognized method of teaching and upbringing, which has educational, developmental and nurturing functions that operate in organic unity. Unfortunately, there is very little systematic research or extensive observation in this area.

One of the main tasks of interactive games is to help the child become an active subject, and not a passive object of parental and pedagogical influence. This allows the child to consciously absorb knowledge.

The use of interactive teaching methods allows for a differentiated approach to children of different levels of preparedness. The use of new unusual reinforcement techniques, especially in a playful form, increases children’s involuntary attention and helps develop voluntary attention. Information technology provides a person-centered approach. The computer's capabilities make it possible to increase the volume of material offered for review. In addition, preschoolers must repeat the same program material many times, and the variety of presentation forms is of great importance. Computer programs teach independence and develop self-control skills.

By offering a child an interactive game, we are giving him a very special time. During the game, children receive new impressions, gain social experience and communicate with their parents differently than in ordinary life, enriching communication with warmth, sensitivity and respect.

Unfortunately, our kindergarten today is not sufficiently equipped with computers. We try to fill this gap by actively involving parents in cooperation. We chose the “chain” of TEACHER – PARENT – COMPUTER – CHILD as the main direction of application of the methodology of interactive communication with parents.

Based on the fact that modern parents have a fairly good command of computer technology, and children also easily communicate with a computer at home, we assumed that it would not be difficult for adults to use interactive games to reinforce the material of the program implemented in kindergarten.

We have found a use for interactive games in the form of a family media library.

At the first stages, we offer the game ourselves. Games are selected for each child taking into account his level of development to consolidate and expand experience, as well as games that stimulate advancement, focused on the zone of proximal development.

For example, we can offer the following interactive games by section:

• “Construction” (educational area “Cognition”): “The fourth odd one”, “Pick up the details”; • “Ecology” (educational field “Cognition”): “Ecosystems”; • “Orientation in space” (educational area “Cognition”): “Find the building”; • “Logic” (educational area “Cognition”): “Classification”.

We noticed that parents showed great interest in our games and began asking if new games had appeared.

This project is designed for the long term. In the future, it should cover all age groups of the implemented program, taking into account the leading section and the integration of educational areas at each age.

In our family media library, we plan to create several sections of the educational area “Cognition”:

• Design. • Familiarization with spatial relationships. • Development of logical thinking. • Preparation for literacy. • Development of environmental relations.

Thus, parents will be able to, at home, after taking a break from the worries of the day, help their child consolidate and better master the material we worked with in class.

We assume that the use of interactive games will not only improve the quality of the educational process, but will also create conditions for organizing remote communication between group teachers, specialists and parents. We plan to monitor results through questionnaires, interviews, and diagnostic results. The use of computer and interactive technologies is the first experience of joint activities of children and parents in our kindergarten and in our group in particular.

However, this was not without difficulties. It would seem that nothing could be easier - download ready-made games from the Internet and play. But first of all, we need games to solve the problems of our program. And so we had to invent and create these games ourselves. This is a labor-intensive process. It is too early to sum up the results of the work, but the first steps are yielding positive results.

Interactive methods: • put parents in an active position; • increase the readiness of parents to interact with the teacher; • clarify parental expectations and ideas; • allow you to deepen and enrich the interaction between the teacher and parents.

In the future, we plan to teach parents the basics of creating interactive games in PowerPoint. To do this, we already have a kind of instruction for creating hyperlinks (on the principle of creating presentations), which was compiled by one of the parents, Andrey Viktorovich Kulikov (he teaches computer science at school and conducts computer training courses for pensioners).

Our motto when creating a family media library was the expression: “More interesting and useful games.”

V. A. Sukhomlinsky once said: “Children are happiness created by our labor. Classes and meetings with children, of course, require mental strength, time, and labor. But we are happy when our children are happy, when their eyes are filled with joy.” We believe that the use of interactive methods will be a vibrant, useful and exciting form of cooperation and will be the key to strengthening positive relationships between parents, children and teachers.

Application. Interactive games

Note for all interactive games

After the child completes the work, the last slide appears with an animation effect, which indicates the successful completion of the game.

At the end of the work, you need to praise the child, regardless of whether he has completed everything, and indicate what can be improved next time.

Interactive game “Color and Size” to familiarize yourself with logical space for children of senior preschool age

Explanatory note for the presentation

The presentation is intended for children of older preschool age (5–6 years old).

The presentation uses animation effects and hyperlinks that can be manipulated by preschoolers of this age.

Children gain (consolidate) skills in using a mouse and keyboard. Develop skills in CT. This presentation is used as additional material on the development of logical relationships for working at home together with parents.

The goal of the game is to: create motivation for children (using an interactive game) aimed at active independent children's activity to obtain a result (obtaining the correct answer). Teaching children to classify geometric shapes according to two characteristics simultaneously (color, size); identifying those figures that correspond to these characteristics; development of spatial thinking, imagination, attention, intelligence, understanding, concentration; formation of children's ideas about geometric shapes, their size, color, quantity.

Brief course of the game

Beginning of the game. A child and a parent are sitting near a computer. The game opens. The child is asked to move the cursor with the mouse. The parent directs the course of the game.

Slide 1 – you need to find figures that correspond to these characteristics (color and size) at the same time. The slide shows geometric shapes of different shapes and different colors and sizes, and in the center there is a circle where you need to collect all the small blue shapes. If the figure is selected correctly, it will move into the circle. If the figure is chosen incorrectly, it “flickers”. As soon as the child selects all the necessary shapes, a control arrow appears, which makes it possible to move to the next slide.

Slide 2 – similar to the first, the color changes (yellow), the size of the figures remains (small).

Slide 3 – similar to the first, the color changes (red), the size of the figures remains (small).

Slides 4–6 – you need to select all geometric shapes that correspond to the following characteristics: size (constantly large), color (blue, yellow, red).

Interactive game “Shape and size” to familiarize yourself with logical space for children of senior preschool age

Explanatory note for the presentation

The presentation is intended for children of older preschool age (5–6 years old). The presentation uses animation effects and hyperlinks that can be manipulated by preschoolers of this age.

The goal of the game is to: create motivation for children (using an interactive game) aimed at active independent children's activity to obtain a result (obtaining the correct answer).

Teaching children to classify geometric shapes according to two characteristics simultaneously (size, shape); identifying those figures that correspond to these characteristics; development of spatial thinking, imagination, attention, intelligence, understanding, concentration; formation of children's ideas about geometric shapes, their shape, color, quantity.

Brief course of the game

Beginning of the game. A child and a parent are sitting near a computer. The game opens. The child is asked to move the cursor with the mouse. The parent directs the course of the game.

Slide 1 – you need to find figures that correspond to these characteristics (size and shape) at the same time. The slide shows geometric figures of different shapes and different colors and sizes, and in the center there is a circle where you need to collect all the small squares. If the figure is selected correctly, it will move into the circle. If the figure is chosen incorrectly, it is “folded”. As soon as the child selects all the necessary shapes, a control arrow appears, which makes it possible to move to the next slide.

Slide 2 – similar to the first, the shape changes (circle), the size of the figures remains (small).

Slide 3 – similar to the first, the shape changes (triangle), the size of the figures remains (small).

Slide 4 – similar to the first, the shape changes (rectangle), the size of the figures remains (small).

Slides 5–8 – you need to select all the geometric shapes that correspond to the following characteristics: size (constantly large), shape (square, triangle, circle, rectangle).

Interactive game “Development of environmental concepts” to familiarize with environmental concepts for children of senior preschool age

Explanatory note for the presentation

The presentation is intended for children of older preschool age (5–6 years old).

The presentation uses animation effects and hyperlinks that can be manipulated by preschoolers of this age.

Children gain (consolidate) skills in using a mouse and keyboard. Develop skills in CT. This presentation is used as additional material on ecology for working at home together with parents.

The purpose of the game is to: create motivation for children (using an interactive game), aimed at active independent children's activity to obtain a result (obtaining the correct answer) by choosing symbols: animals, plants, people, as well as water, heat, light, soil, appropriate given ecosystem (forest, meadow, pond, city). Development of environmental ideas; development and use of models of the relationship between plants and animals and their living conditions.

Brief course of the game

Beginning of the game. A child and a parent are sitting near a computer. The game opens. The child is asked to move the cursor with the mouse. The parent directs the course of the game.

Slide 1 – you need to select those symbols that correspond to the forest. The slide shows the symbol of a forest. If the icon is selected correctly, it will move into a circle. If the picture is chosen incorrectly, it disappears. As soon as the child selects the correct option, a control arrow appears, which makes it possible to move to the next slide.

Slide 2 - performed similarly to the first, with the only difference being that we select the symbols corresponding to the meadow.

Slide 3 - performed similarly to the first, with the only difference that we select the symbols corresponding to the reservoir.

Slide 4 – you need to choose those symbols that correspond to living nature. If the icon is selected correctly, it will move into a circle. If the picture is chosen incorrectly, it disappears. As soon as the child selects the correct option, a control arrow appears, which makes it possible to move to the next slide.

Slide 5 - performed similarly to the fourth, only with the difference that we select symbols that correspond to inanimate nature.

Interactive design game “Odd Four” for children of senior preschool age

Explanatory note for the presentation

The presentation is intended for children of older preschool age (5–6 years old). The presentation uses hyperlinks that can be manipulated by preschoolers of this age.

Children gain (consolidate) skills in using a mouse and keyboard. Develop skills in CT. This presentation is used as additional design material for work at home together with parents.

The goal of the game is to: create motivation for children (using an interactive game), aimed at active independent children's activity to obtain a result (obtaining the correct answer) by choosing an extra figure that is not one of the types of development (front view, side view, top view). Development of spatial thinking, the ability to see a part from different sides (front view, side view, top view). Consolidating knowledge of details and geometric shapes, the ability to see their differences.

Brief course of the game

Beginning of the game. A child and a parent are sitting near a computer. The game opens. The child is asked to move the cursor with the mouse. The parent directs the course of the game.

First, the child is given instructions for the game, and then the child completes the task himself in working mode. At the beginning of the game, you can help your child if he doesn’t quite understand the task, but you shouldn’t do the game for him. The tasks are specially selected according to their complexity: at first it is clearly obvious that it is unnecessary, then the tasks become more complicated. In one approach, you can complete 3-4 slides with tasks so as not to overload the child.

1 slide – you need to find a figure that is not one of the types of development. If the figure is chosen correctly, a picture appears with a control arrow that takes the child to the next slide. If the figure is selected incorrectly, a control arrow appears, which returns the child back to the same slide.

2, 3, 4, 5 slides – a similar change of slides.

Interactive design game “Pick up the parts” for children of senior preschool age

Explanatory note for the presentation

The presentation is intended for children of older preschool age (5–6 years old). The presentation uses animation effects and hyperlinks that can be manipulated by preschoolers of this age.

Children gain (consolidate) skills in using a mouse and keyboard. Develop skills in CT. This presentation is used as additional design material for work at home together with parents.

The goal of the game is to: create motivation for children (using an interactive game), aimed at active independent children's activity to obtain a result (obtaining the correct answer) by selecting parts for construction. Teaching children to read schematic diagrams of the simplest structures of two or three parts; highlighting those parts that correspond to a given development diagram; development of spatial thinking, imagination, attention, intelligence, understanding, concentration; formation of children's ideas about three-dimensional bodies, their shape, quantity.

Brief course of the game

Beginning of the game. A child and a parent are sitting near a computer. The game opens. The child is asked to move the cursor with the mouse. The parent directs the course of the game.

Slide 1 – you need to find the parts from which the building is made. The slide does not show the building itself, but its “development” (front view, side view, top view). If the part is chosen correctly, it will rotate and change color. If a part is selected incorrectly, it disappears. As soon as the child selects all the necessary parts for construction, a control arrow appears, which makes it possible to move to the next slide.

2, 3, 4, 5 slides – a similar change of slides.

Interactive game “Find the building” based on spatial orientation for children of senior preschool age

Explanatory note for the presentation

The presentation is intended for children of older preschool age (5–6 years old). The presentation uses animation effects and hyperlinks that can be manipulated by preschoolers of this age.

Children gain (consolidate) skills in using a mouse and keyboard. Develop skills in CT. This presentation is used as additional material on spatial orientation for working at home together with parents.

The purpose of the game is to: create motivation for children (using an interactive game), aimed at active independent children's activity to obtain a result (obtaining the correct answer) by choosing a location and a geometric figure (top view) corresponding to the building. Development of spatial concepts in the process of reading the plan of an open space; development of imagination, attention, intelligence, understanding, concentration; developing children’s understanding of the buildings on the site and their shape.

Brief course of the game

Beginning of the game. A child and a parent are sitting near a computer. The game opens. The child is asked to move the cursor with the mouse. The parent directs the course of the game.

Slide 1 – you need to find the location of this building on the plan. The slide shows a plan of the group's site. If the building is chosen correctly, it will change color. If the building is chosen incorrectly, it will flicker. As soon as the child selects the correct option, a control arrow appears, which makes it possible to move to the next slide.

2, 3, 4, 5, etc. slides - a similar change of slides.

Interactive game “Ecosystems” to familiarize yourself with environmental concepts for children of senior preschool age

Explanatory note for the presentation

The presentation is intended for children of older preschool age (5–6 years old). The presentation uses animation effects and hyperlinks that can be manipulated by preschoolers of this age.

Children gain (consolidate) skills in using a mouse and keyboard. Develop skills in CT. This presentation is used as additional material on ecology for working at home together with parents.

The goal of the game is to: create motivation for children (using an interactive game), aimed at active independent children's activity to obtain a result (obtaining the correct answer) by choosing animals living in a given ecosystem and plants growing in this ecosystem. Development of ideas about animals and plants living in the forest, meadow, pond, city; development of environmental ideas; formation of children's ideas about the animal and plant world, their species.

Brief course of the game

Beginning of the game. A child and a parent are sitting near a computer. The game opens. The child is asked to move the cursor with the mouse. The parent directs the course of the game.

Slide 1 – you need to find a plant growing in the forest. The slide shows a forest. If the plant is chosen correctly, it will move to the picture with the image of a forest. If the picture is chosen incorrectly, it remains in place. As soon as the child selects the correct option, a control arrow appears, which makes it possible to move to the next slide.

Slide 2 – you need to find an animal living in the forest. The slide shows a forest. If the animal is chosen correctly, it will move to the picture of the forest. If the picture is chosen incorrectly, it will remain in place. As soon as the child selects the correct option, a control arrow appears, which makes it possible to move to the next slide.

3, 5, 7 slides - performed similarly to 1 slide.

4, 6, 8 slides - performed similarly to slide 2.

Interactive game “Classification” for familiarization with logical space for children of senior preschool age

Explanatory note for the presentation

The presentation is intended for children of older preschool age (5–6 years old). The presentation uses animation effects and hyperlinks that can be manipulated by preschoolers of this age.

The goal of the game is to: create motivation for children (using an interactive game) aimed at active independent children's activity to obtain a result (obtaining the correct answer). Teaching children to classify geometric shapes according to three characteristics (color, shape, size); identifying those figures that correspond to a given characteristic; development of spatial thinking, imagination, attention, intelligence, understanding, concentration; formation of children's ideas about geometric shapes, their shape, size, color, quantity.

Brief course of the game

Beginning of the game. A child and a parent are sitting near a computer. The game opens. The child is asked to move the cursor with the mouse. The parent directs the course of the game.

Slide 1 – you need to find shapes that match a given color. The slide shows geometric shapes of different shapes and different colors and sizes, and in the center there is a circle where you need to collect all the yellow shapes. If the figure is selected correctly, it will move into the circle. If the figure is chosen incorrectly, it will rotate around itself. As soon as the child selects all the necessary shapes, a control arrow appears, which makes it possible to move to the next slide.

Slide 2 – similar to the first, only the color of the figures changes (red).

Slide 3 – similar to the first, only the color of the figures changes (blue).

Slide 4 – you need to select all square geometric shapes.

Slide 5 – you need to select all rectangular geometric shapes.

Slide 6 – you need to select all geometric shapes of a round shape.

Slide 7 – you need to select all triangular geometric shapes.

Slide 8 – you need to select all large geometric shapes, regardless of color and shape.

Slide 9 – you need to select all the small geometric shapes, regardless of color and shape.

Interactive game “Color and Shape” to familiarize yourself with logical space for children of senior preschool age

Explanatory note for the presentation

The presentation is intended for children of older preschool age (5–6 years old). The presentation uses animation effects and hyperlinks that can be manipulated by preschoolers of this age.

The goal of the game is to: create motivation for children (using an interactive game) aimed at active independent children's activity to obtain a result (obtaining the correct answer). Teaching children to classify geometric shapes according to two characteristics simultaneously (color, shape); identifying those figures that correspond to these characteristics; development of spatial thinking, imagination, attention, intelligence, understanding, concentration; formation of children's ideas about geometric shapes, their shape, color, quantity.

Brief course of the game

Beginning of the game. A child and a parent are sitting near a computer. The game opens. The child is asked to move the cursor with the mouse. The parent directs the course of the game.

Slide 1 – you need to find shapes that correspond to these characteristics (color and shape) at the same time. The slide shows geometric shapes of different shapes and different colors and sizes, and in the center there is a circle where you need to collect all the yellow and square shapes. If the figure is chosen correctly, it will move into the circle. If the figure is chosen incorrectly, it “flies” off the slide. As soon as the child selects all the necessary shapes, a control arrow appears, which makes it possible to move to the next slide.

Slide 2 – similar to the first, the shape changes (rectangle), the color of the shapes remains (yellow).

Slide 3 – similar to the first, the shape changes (triangle), the color of the figures remains (yellow).

Slide 4 – similar to the first, the shape changes (circle), the color of the figures remains (yellow).

Slides 5–8 - you need to select all the geometric shapes that correspond to the following characteristics: color (constantly red), shape (rectangle, circle, triangle, square).

Slides 9–12 - you need to select all the geometric shapes that correspond to the following characteristics: color (constantly blue), shape (rectangle, square, circle, triangle).