Consultation for educators "The use of interactive technologies in the work of a preschool teacher"
ICT in kindergarten is an actual problem of modern preschool education. The rapid development of ICT has led to the fact that a computer in kindergarten has become necessary.
The President of the Russian Federation set a task for each institution: to have its own electronic representation on the Internet. The Government of the Russian Federation adopted a number of documents: the Strategy for the Development of the Information Society, the Concept of the country's socio-economic development until 2020. On the basis of government documents, the Concept for the Development of the Preschool and general education OJSC Russian Railways. One of its main directions is to solve the problem of improving the quality of preschool education through the introduction of effective technologies for the development of imagination, literacy and other basic abilities of children into the educational process. preschool age; as well as the introduction of programs that ensure the continuity of preschool and primary general education.
The rapid growth of the information flow, the development of new information technologies, their capabilities - all this makes its demands on the younger generation. The current experience of informatization of the educational environment indicates that it allows to increase the efficiency of the educational process.
Based on this, one of the most important areas of priority national project"Education" aims the system at ensuring the availability and quality of education, the formation of a competitive graduate. In the context of the modernization of education in present stage this goal cannot be achieved without relying on information and communication technologies (ICT).
ICT is a tool for improving quality educational services and a necessary condition for solving the problems of forming a general culture of the individual, adapting the individual to life in society.
In my work I use ICT in my work, in the following:
selection of illustrative and additional material For educational activities, design of stands, groups, cabinets, booklets;
familiarity with the scenarios of holidays and other events;
experience exchange;
familiarity with periodicals
use of digital cameras and photo editing programs;
the use of a computer in the office work of the preschool educational institution, the creation of various databases;
creation of e-mail, maintenance of the site;
creating presentations in Power Point.
In my work I use multimedia technology. The use of multimedia presentations in working with children allows the educational process to be made more vivid, emotional, with the involvement of large illustrative material, using sound effects and video recordings. Thus, two main advantages of presentations can be distinguished - interactivity, that is, the ability to perform certain actions in response to the actions of the child, and multimedia (from the English "multimedia" - a multicomponent environment), that is, the ability to "present" both texts and images ( moving), as well as playing sound and music. Multimedia facilitates the process of memorization, makes educational activities more interesting and dynamic, "immerses" the child in a certain environment, creates the illusion of co-presence, empathy, and contributes to the formation of voluminous and vivid ideas. However, it is important not to forget that the computer should only complement the teacher, and not replace him. Too much use of multimedia technologies should not be done, because with the frequent use of ICTs, children lose special interest in such activities.
The educator should not only be able to use a computer and modern multimedia equipment, but also create their own educational resources, widely use them in their pedagogical activities.
In order to bring up a child who is physically developed, inquisitive, active, emotionally responsive, who has mastered the means of communication and ways of interacting with adults and peers of the child, prepared teaching staff capable of combining traditional methods training and modern information technologies.
We, educators, must keep up with the times, become a guide for the child into the world of new technologies. Kindergarten teachers are obliged to ensure the full transition of children to the next level of the system continuing education to give the opportunity to become participants in the unified educational space of the Russian Federation. This requires the introduction and use of information technology in preschool educational institutions.
The purpose of my work when using ICT in preschool educational institutions is to improve the quality of education through the active introduction of information technologies into the educational process.
The tasks were:
systematization, updating and replenishment of information resources of the educational process;
development and testing of technologies for multimedia support of the educational process;
expanding the use of information and computer technologies in the educational process;
creation of a bank of computer training programs, didactic and methodological materials on the use of information technologies in the work of the preschool educational institution;
creation of a comprehensive integrated model of information and methodological support for the educational process of preschool educational institutions.
The use of ICT brings the assimilation of the acquired knowledge by preschoolers to a higher level.
Implementation of ICT in the educational process kindergarten has many advantages to consider:
makes it possible to expand the use electronic means learning, as they convey information faster than using traditional means;
allow to increase the perception of the material by increasing the amount of illustrative material;
allow you to make adjustments during the lesson, to perform joint work of children in interaction, to carry out an interactive relationship between the child and the teacher;
the use of multimedia presentations provides visibility, which contributes to the perception and better memorization of the material, which is very important, given the visual-figurative thinking of preschool children;
graphic, textual, audiovisual information is simultaneously used;
computer can simulate life situations which cannot or is difficult to show in class or see in Everyday life(for example, reproduction of animal sounds; nature, transport, etc.);
classes using information and communication technologies encourage children to search and cognitive activities, including searching on the Internet on their own or together with their parents;
high dynamics of the lesson contributes to the effective assimilation of the material, the development of memory, imagination, creativity of children;
provides an opportunity for individualization of training;
The use of computer technology in the educational process gives us the following opportunities:
The computer is a means of equalizing the possibilities of children.
The system itself provides control, correction, and makes it possible to self-check.
Expansion of professional contacts of teachers and improvement of the quality of children's education.
Improving the quality of demonstration materials-illustrations, the possibility of displaying video clips.
Close contact in the chain teacher-child-parent.
Individualization of the educational process in terms of pace, speed, content.
The high speed of updating the didactic material on the screen saves time in class.
An effective game tool for practicing reading, counting, etc., development creativity preschoolers.
Efficiency of management and the possibility of compact storage of large amounts of information in text and figurative form.
Usage multimedia technologies in the educational process in preschool educational institution is one of the newest and actual problems in domestic preschool pedagogy.
Svetlana Petrenko
The use of ICT in the work of a modern teacher.
The rapid development of ICT has led to the fact that a computer in kindergarten has become necessary.
One way to improve efficiency teacher's work is, creation and use of ICT. It's comfortable and effective method presentation of information through computer programs. It combines dynamics, sound and image, i.e. factors that hold the child's attention for the longest time. Proficiency in ICT gives teacher the opportunity to enrich their knowledge and skills, to rethink methodological techniques. The methodological strength lies in the fact that the child is more easily interested and taught when he perceives a coherent stream of sound and visual images.
For a preschool child, a game is a leading activity in which his personality is manifested, formed and developed. And here the computer has ample opportunities, because correctly selected developing computer games and tasks are for the child, first of all, a game activity, and then educational.
In his at work I use ICT in the selection of illustrative and additional material for educational activities, in the design of stands, in working with parents, creating presentations, as well as for creating e-mail, maintaining a site, exchanging experiences.
Use in your work non-traditional methods and techniques, for example, multimedia presentations, allows the educational process to be made more vivid, emotional, with the involvement of large illustrative material, with using sound effects and video recordings, as well as prevent children from fatigue, support cognitive activity, improves efficiency work in general.
With this organization of the lesson, three types of memory are included in children: visual, motor, auditory. English proverb says: "I heard and forgot, I saw and remembered".
But we must always remember that no computer technology, no matter how effective, can replace live communication with children. Computer technology in the classroom is not a goal, but a tool teacher, the computer should only supplement teacher rather than replace it.
We, educators, must keep up with the times, become a guide for the child into the world of new technologies.
Related publications:
The use of ICT in the work of a speech therapist with parents Consultation for educators "The use of ICT in the work of a speech therapist teacher with parents" Speech therapist teacher Moiseeva O. I. Practical significance.
Information and communication technology in the work of a modern teacher in the context of the implementation of the Federal State Educational Standard Innovative project Organization: MBDOU TsRR No. 28 Locality: Chita Project name: Information and communication technology at work.
The use of gaming pedagogical technologies in the work of a teacher in museum pedagogy Since January 2014, the Federal State Educational Standard for Preschool Education (FSES DO) has come into force - a new type of document.
The use of ICT in correctional and developmental work with preschoolers At present, Russia is developing new system education. This process is accompanied by significant changes in pedagogy.
The use of ICT in the work of a teacher of a preschool educational institution The use of information and communication technologies in the educational process is one of the newest problems in the domestic.
Use of ICT in work with children with disabilities Receiving children with handicapped health and education for children with disabilities is one of the main and indispensable conditions.
Use of ICT in work with children of middle preschool age. Lesson summary Annotation: this abstract presents the author's development of a lesson for children of middle preschool age using ICT within the framework.
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION FEDERAL STATE BUDGET EDUCATIONAL INSTITUTION OF HIGHER EDUCATION "ALTAI STATE PEDAGOGICAL UNIVERSITY" Report on the topic: Use of ICT in work with parents. Performed by a student of the 2614z group Chernyshova Maria Viktorovna Teacher _____________________ 2016 "An educated person is one who knows where to find what he does not know." Georg Simmel Relevance of the problem Just as music rests on three pillars (song, dance, march), so the work of raising and educating children rests on three main components - a teacher, parents, and a child. The interaction of parents and teachers in the education of preschoolers is a mutual responsible activity of adult participants in the educational process. Unfortunately, not all parents, at the required level, delve into the problems of raising, developing and improving their child, therefore, in the conditions of life in modern society, the teacher needs to understand the questions How to build closer relationships between children, parents and teachers? Are there enough opportunities for successful interaction? Of course, if the school institution fully assumes all the decisions of the above issues, then this method cannot ensure an increase in the efficiency of the process of raising and developing a healthy child. It is important to interact with all participants in the process and delve into the problems responsibly and seriously, and not superficially. Therefore, I consider the convergence of interests of teachers, children and their parents as the main direction. It is necessary for educators and parents to unite their efforts to provide children with everything necessary. Obviously, the old forms of contact with parents are gradually becoming obsolete in our time of modern technology and innovation. Modern parents are literate, informed, but at the same time very busy and limited in time to receive a large amount of information. The employment of parents is the main problem of interaction between the kindergarten and the family. Therefore, in the new conditions, the search for such forms of interaction between the family and the kindergarten, which allow the effective implementation of the main general education program preschool education. I have set the following tasks for myself: To integrate and introduce information technologies into the processes of education and training. To develop personality-oriented forms of interaction between the subjects (children, parents, teachers) of the institution, causing an increase in the level of professional competence of specialists and mastering integrated methods for the development of the child's personality. To increase the interest of parents in their interaction with MBOU secondary school No. 102. Goal: Improving the quality of education through the use of information and communication technologies. The use of ICT in the educational process is one of the modern trends in preschool education. The means of information and communication technologies help the teacher to diversify the forms of support for the educational process, improve the quality of work with the parents of students, and also popularize the activities of the teacher in general. The advantages of using them in interaction with the families of schoolchildren are obvious and are as follows: minimizing the time for parents to access information; the ability of the educator to demonstrate any documents, photographs; providing an individual approach to the parents of pupils; optimal combination of individual and group work with parents; growth in the volume of information; prompt receipt of information by parents; ensuring a dialogue between the educator and the parents of the group; optimization of interaction between the teacher and the family. Information and communication technologies include: computer, music. center, camera, copier, video camera, multimedia equipment, printer. We use ICT in our school in the following ways: Information boards for parents that contain useful information. We issue information leaflets, folders, folders, screens in order to educate parents in matters of raising and educating children. We use ICT in the design of parental corners. Thanks to these technologies, parental corners are designed aesthetically, modernly, and help to attract attention. Internet resources play an important role in organizing work with parents in modern education. To attract parents, we use the school website in our work. Where materials for parents (consultations, memos, recommendations) and school news are located. On the personal pages of the teachers of our educational institution there are various games that are selected by the teacher, taking into account the age characteristics of the children. Through the use of the Internet, we conduct a survey of parents. Parents can answer questions at any time convenient for them, in a convenient place. It is very convenient to use modern technologies, when conducting parent meetings. In the context of development modern society still, few teachers use various forms of work with parents of the school group using ICT (cellular communication, preschool websites, communication with parents by e-mail, using a personal web page). These forms of work are used to solve actual problems of children's development in the interaction of educators. I encourage all educators to channel their creativity and skills into technical innovation for even better results. Informatization of education is a complex, multifaceted, resource-intensive process in which children, teachers, and parents participate. The creation of a unified information educational space of the kindergarten is fully in line with the interests of the development of children. IN modern conditions the use of information and computer technologies (ICT) in various fields of activity has become part of the culture and a necessary norm. Possession of information and computer technologies helps a person feel comfortable in the new socio-economic conditions. The informatization of society sets the task for teachers to keep up with the times, to become a guide for the child in the world of new technologies, a mentor in choosing computer programs, to form the foundations of the information culture of his personality, to improve the professional level of teachers and the competence of parents. The solution of these problems is impossible without updating and revising all areas of work of the kindergarten and the interested social environment, primarily with the families of pupils. Cooperation with parents in the context of combining joint efforts in the interests of the development of a preschooler involves the formation of a partner position of parents in communicating with a child, with a kindergarten, with society. To this end, we use various individual and group forms of work. The position of teachers and parents on topical psychological and pedagogical problems is systematically revealed. However, the problem of involving parents in active interaction remains. In this regard, cooperation is built in such a way that parents are interested in the success of their children and strive in every possible way to help in creating a single educational space. IN Lately new, promising forms of cooperation have been outlined, which involve the involvement of parents in the active participation in the pedagogical process of the kindergarten, more often work with parents is carried out only in one of the areas of pedagogical propaganda, in which the family is only an object of influence. As a result Feedback with the family is not established, and the possibilities of family education are not used to the fullest. In practice, we use a variety of information and communication technologies in the process of productive interaction with the family: multimedia presentation technologies (presentations, slideshows, virtual tours, booklets, newsletters, leaflets, brochures, etc.) in organizing the activities of the educator with parents allows not only to expand educational opportunities traditional forms of work, but also attracts more parents to participate in the educational process; Internet network communication technologies (feedback through forums, guest books on the official website of the DOE, personal website, e-mail, Skype communications, providing text, voice and video communication over the Internet, etc.); telephone communication technologies (telephone consultation, sms mailing, etc.); technologies for joint participation with children in Internet projects, competitions, marathons, festivals, competitions. Thus, the success of interaction between teachers of the institution and the family largely depends on how effectively the teacher uses new information and communication technologies in their work, which have great potential. It should interest parents, create conditions for their active participation in the educational process of a modern educational institution. References 1. Komarova T.S. Information and communication technologies in preschool education / T.S. Komarova, I.I. Komarov. - M.: Mozaikasintez, 2011. 2. Koretskaya S.V. The project "The use of information and communication technologies in preschool educational institutions to create a unified information environment" [Electronic resource]. – Mode of access: www.Festival.1september.ru/articles/559339/ 3. Kartavenko L.D. The use of information and communication technologies in dow to create a unified information environment / L.D. Kartavenko [i dr.] [Electronic resource]. – Access mode: www.//lib.convdocs.org/docs/index166584.html?page=3
The use of information and communication technologies in the educational process is one of the newest problems in domestic preschool pedagogy, since science and technology do not stand still. And the educator can and should use new technologies in work in all areas of his activity, always be aware of pedagogical innovations.
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"The use of ICT in the work of a kindergarten teacher"
Vozmishcheva Tatyana Sergeevna
Educator I quarter. To.
MBDOU "Kindergarten of combined type No. 52" AGO
The use of information and communication technologies in the educational process is one of the newest problems in domestic preschool pedagogy, since science and technology do not stand still. And the educator can and should use new technologies in work in all areas of his activity, always be aware of pedagogical innovations. In my work, I try to actively involve the possibilities of modern information and communication technologies (hereinafter, I will abbreviate ICT). Since the use of ICT allows multimedia, in the most accessible and attractive, game form to achieve a new quality of knowledge of children, awareness of parents, professional skills of the teacher. The novelty of the innovative experience lies in the fact that the direction of the use of ICT is beginning to take root in preschool education. This is due to the fact that this requires a good material and technical base and a sufficient level of ICT competence of the teacher. Realizing the goal of improving the quality of the educational process through the use of ICT, I set myself the following tasks: 1. Improve professional skills through the use of information and communication technologies. 2. Implement ICT in joint activities teacher and children. 3.Use ICT in working with parents to increase competence in the upbringing of children. One of critical factors that influence the professionalism of the educator is self-education. The search for new techniques, methods and technologies is relevant especially in our time. Connecting to the Internet allowed me to share my own work experience, adopt the best practices of my colleagues in Russia and abroad. I also got the opportunity to create a library of electronic resources: multimedia presentations on various topics, teaching materials on educational activities (these are GCD scenarios, a selection of demonstration material on the development of speech and other educational areas). One of the areas of my work on the use of ICT is the preparation of basic documentation in in electronic format. From my own experience, I was convinced that maintaining the main documentation in electronic format significantly reduces the time it takes to fill it out, makes it possible to quickly make changes, additions, and facilitates storage and access to information. These are documents such as: lists of children, information about parents, diagnostic cards, perspective and calendar plans in all areas of work in a group. The Internet gives me the opportunity to improve my teaching skills through participation in webinars, vibinars, Internet conferences. Innovative activities in the use of information technology have positively influenced the level of my ICT competence. The next direction in my work was the use of ICT as a means to improve the development of the studied material by preschoolers. It is important for a teacher to remember that every child is an individual and his abilities develop in the activity in which he is engaged in of his own free will and with interest. Therefore, it is necessary to choose such technologies that would make it possible to implement this. I believe that ICT is such a tool, as it opens up unlimited opportunities for the educator for effective creative work.
This is exactly what helps me, created by me digital library which includes presentations on different topics, various physical education minutes, didactic, handouts for children, card files of games, observations, walks, plot pictures for compiling stories for the development of speech. This media library takes up very little space. To transfer information I use flash cards, disks. I would like to note that children really like the use of media technology in educational activities, but it is imperative to comply with the requirements of SanPiN when using it. Reasonable use of visual teaching aids in the educational process develops observation, attention, speech and thinking in children. Properly selected video materials demonstrated with the help of media technology make it possible to directly make educational activities more interesting and dynamic, help to “immerse” the child in the subject of study, create the illusion of co-presence, empathy with the object being studied, and contribute to the formation of voluminous and vivid ideas. All this helps to increase the motivation of children for educational activities, activates cognitive activity, improves the quality of assimilation of program material with children. One of the indicators of the success of a teacher and the quality of his educational activities are the achievements of his pupils. So my children are participants in online competitions: 1. Participation in All-Russian competition children's creativity“Dear Mom”, “Talent from the Cradle”, “Step Forward”, “Talantokha”, etc. It is very interesting for parents to go online and see the name of their child among the participants of the competition and receive a participation certificate. An integral part of the teacher's work is working with parents. The use of ICT, in my opinion, has significantly reduced the time for preparing and holding parent-teacher meetings, and helped to arrange parents for easy communication. Parents are given the opportunity to personally observe the development of children in preschool. This form of work has become a worthy alternative to oral reports, written reports at meetings. During the period of morning and evening meetings with parents, the teacher is often busy with children and cannot always pay due attention to parents. It is necessary to search for new productive forms of interaction with parents. For them, I designed a beautiful parent corner, the materials for which I found everything on the same sites on the Internet. Such bright and colorful information always attracts attention and is concise and accessible to parents. In addition, parents have the opportunity to go to the website of the kindergarten, where they can get available information.
What benefits do parents get from a group site? Firstly, they have the opportunity to follow the life of the group, the kindergarten. Secondly, the site allows you to get to know kindergarten teachers and specialists better, they can get the necessary advice from them. And at home, together with the child, it is always interesting to look at the site of the kindergarten, look at new photos together, listen to the child's message about past events. Using ICT in working with parents, I realized that it provides great benefits: 1. E-mail to exchange opinions without wasting time; 2. Information is studied by parents at a convenient time for them; 3.Information flows are increasing; 4.Individual approach in presenting information. From all of the above, we can conclude that the use of ICT by me in the educational process: 1. Contributed to the improvement of my professional level, as a teacher, activated me to search for new non-traditional forms and methods of teaching, gave me an incentive to show my creative abilities. 2. Increased children's interest in learning, intensified cognitive activity, improved the quality of assimilation of program material by children. 3. Raised the level of pedagogical competence of parents, their awareness of the life of the group and the results of each individual child, increased interest in events in the kindergarten.
Advice for educators.
Prepared by: Zakharova Yu.A.
Use of information and communication
technologies in the work of a teacher
The modern child lives in the world of electronic culture. Computers surround small children from birth: at home, in kindergartens, and at the doctor's. A powerful flow of new information, advertising, the use of computer technology on television and cinema, the distribution of game consoles, electronic toys have a great influence on the upbringing of a preschooler and his perception of the world around him. A 5-6-year-old kid already freely communicates with a personal computer. The nature of his favorite activity - the game - also changes significantly. Today's child assimilates only the information that interested him most of all, the closest, familiar to him, the one that evokes pleasant and comfortable feelings. Therefore, one of the means with a unique opportunity to increase motivation and improve learning modern preschooler, the development of his creative abilities and the creation of a positive emotional background for educational activities is a computer. Pedagogical discussions about the introduction of ICT in the educational process have been going on for a long time. But in modern world it is difficult to stand still, therefore, whether we want it or not, but ICT is firmly included in the educational process of preschool institutions.
The computer has become a necessary and important attribute not only of the life of adults, but also a means of teaching children. Computer technology is a special direction in working with a child that can help his development. At present, it is not yet sufficiently developed in our country. If the school is actively moving forward, introducing more and more new technologies and methods of using computers, almost every school has computer classes and interactive whiteboards, then in preschool institutions this work is just beginning and, as a rule, at the level of the teacher's personal interest. I am a supporter of the use of ICT in the preparation and conduct of direct educational activities, because I believe that a teacher, in order to communicate with a child in the same language, must be armed modern methods and new educational technologies. Even hyperactive children, whose attention is quite difficult to keep for a long time, they receive with great interest the information presented on the big screen, and even accompanied by various games and music. The penetration of modern technologies into educational practice opens up new opportunities.
The goals of using information technologies in the direct educational activities of a teacher:
· make education modern (in terms of the use of technical means);
· bring educational activities closer to the worldview of a modern child, as he looks and listens more than reads and speaks; prefers to use information obtained with the help of technical means;
· establish a relationship of mutual understanding, mutual assistance between the teacher and the pupil;
· to help the teacher in the opportunity to emotionally and figuratively present the material.
· save time for both the teacher and the child, increase the density of educational activities, enrich it with new content.
· The use of ICT allows you to reproduce information simultaneously in the form of:
text
· graphic image;
· sound;
speech;
· video.
All this allows the teacher to create fundamentally new means of child development for children.
Practice has shown that when using ICT, children's interest in classes increases significantly, the level of cognitive abilities increases. The presentation helps to combine a huge amount of demonstration material, freeing from a large amount of paper visual aids, tables, reproductions, art albums, audio and video equipment. Thus, I concluded that for the education of children, a computer can serve as a “raw material”, on the basis of which I can form my own teaching aids, make my presentations, slide films, carry out my own educational projects, thereby creating numerous work options that will help diversify and improve educational activities.
From the abundance of programs, theories, technologies and methods, I selected those that could help me create an integrated system of work, taking into account my individual qualities and the characteristics of the children entrusted to me.
Here are some options for using ICT in the educational process.
Use of ICT in working with children:
· Multimedia equipment (creation and demonstration of presentations, slide films, video clips, elements and techniques of a graphic image)
Direct educational activity with multimedia support - the teacher uses the computer as an "electronic board". It uses ready-made electronic slides, video or multimedia presentations. The use of multimedia presentations is advisable at any stage of educational activities. The teacher can use subject collections (illustrations, photographs, reproductions of paintings by the studied artists, video tours, video clips, interactive models, projecting them on a large screen). Using the capabilities of the PowerPoint program, I developed presentations of some topics. This program allows you to fully collect all the necessary materials for classes, and then demonstrate them in the desired sequence on the screen. Multimedia presentations make it possible to present educational and developmental material as a system of bright reference images filled with comprehensive structured information in an algorithmic manner. In this case, various channels of perception are involved, which makes it possible to store information not only in factographic, but also in associative form in the memory of children. Another aspect should also be touched upon. However GCD is designed, much depends on how the teacher prepares for it. It is necessary to think over the change of rhythm, diversify the forms of activity, think about how to withstand a pause if necessary, how to provide a positive emotional background.
After the theoretical part practical work children. In this part of the activity, options using ICT are also possible. For example, a teacher draws on a blackboard, partially blocking himself, the whole process of depiction and explanation, which negatively affects the quality of the presentation of the material, many questions arise. Also, when the teacher turns to the blackboard, he involuntarily loses contact with the children. I conclude that this method is not effective, a low result is obtained. When using computer technology, it is possible to visually and consistently show image techniques on a large screen. Visible and understandable to all.
In addition, several images can be compared on the screen at the same time, to identify their advantages and disadvantages.
· Interactive board (individual work of children, games, programs of creative workshops)
Direct educational activity using an interactive whiteboard allows you to turn the educational process into an exciting game. Children themselves become its participants. In this variant, there may be cases when students simultaneously work with the teacher, and at a certain stage they switch to individual work on the board according to the instructions of the teacher. The presentation of information on the screen in a playful way arouses great interest in children, and movements, sound, animation attract attention for a long time. The use of such programs increases the creativity of the child; the ability to operate with symbols on the monitor screen, helps to optimize the transition from visual-figurative to abstract thinking; usage creative 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. Such games help diversify joint activities, make it more emotionally rich. For example, children are given a task: to depict an animal using geometric shapes using an interactive whiteboard. The children model the figures of animals, both realistic and from the fantasy world, thereby reinforcing knowledge about geometric shapes. Such classes are rare, but with what admiration they are perceived by the guys. And the teacher saves a lot of time, effort that would be spent on preparing handouts, tedious cutting out figures from cardboard.
· Internet resources (a selection of visual and demonstration material, music, games, etc. for the lesson, lessons in the form virtual tour with access to the World Wide Web).
Modern education is difficult to imagine without the resources of the Internet. Internet search engines provide teachers with the opportunity to find almost any material on development and learning and any photographs and illustrations for classes.
Also with the help of the Internet, I select musical composition corresponding to the topic of educational activities. It can be classical or modern works, songs from children's cartoons. With the help of video editing software, it's easy to create your own clip with slides changing to the music, matched to a specific topic.
Direct educational activity with access to the World Wide Web (they can be both with multimedia and computer support). If the office is connected to the Internet, you can offer to conduct a lesson in the form of a virtual tour, for example, to museums around the world.
Of course, I observe elementary sanitary standards regarding the time of work of preschool children at the computer. According to the requirements of SanPiN, direct educational activity using a computer involves 10 minutes for children 5 years old, 15 minutes for children 6-7 years old. When working, children are placed at a distance no closer than 2-3 m and no further than 5-5.5 m from the screen. Educational activities using a computer for children aged 5-7 years should be carried out no more than once a day and no more than three times a week. In addition, while preparing multimedia presentations, I use the recommendations of psychologists on the effect of color on the cognitive activity of children, on the combination of colors and their number. At the end of the class, I do gymnastics for the eyes.
The use of ICT in methodological work:
· Development, systematization and collection methodological developments and documentation ( long-term plans, notes, games, music selection, etc.)
· Diagnostics creative development children (diagrams, graphs, tables)
· Internet resources (e-mail, search engines, electronic conferences)
· Experience exchange, didactic materials and manuals with leading educational experts around the world
It's no secret that recently, in addition to developments in direct educational activities, calendar and thematic plans, the educator is required a large number of paper reporting. To do this, in the operating system, you can create subject folders with the development of classes, which can be divided into topics. They allow you to save and quickly find a file with documents. With the help of organizer programs, you can keep an individual diary of a child, record various data about him, test results, build graphs, and generally track the dynamics of a child's development. This can be done manually, but the time costs are not comparable. An important aspect of using a computer is maintaining a database of books. Today, a very large number of books on the upbringing and development of children have appeared, many books reflect integrated approaches to education, others reflect the development of a certain quality, differentiating age categories, etc. It is difficult to navigate the literature without a database. Email, search engines, electronic conferences are also becoming integral part modern education. On the Internet you can find information on the problems of learning and development, innovative kindergartens, foreign institutions early development to establish contacts with leading experts in the field of education.
Use of ICT in work with teachers:
· Multimedia equipment (creation and demonstration of presentations for consultations and seminars for teachers)
Forms of work with parents:
· Creation of a page with photo lessons on the website of the institution;
· Communication with parents online through the institution's website;
· Internet resources (posting on the website of the institution and on the pedagogical websites of their notes, consultations, work experience, maintaining their own blog)
· Demonstration of presentations of the organization of work with children;
· Creating your own blog on the Internet;
· Organization of final exhibitions using slide shows of children's works
And these are just some of the opportunities you can take advantage of. It is hard to imagine how much more interesting things you can learn by starting to use ICT in your work.
An educator who creates or uses information technology is forced to pay great attention to the logic of the presentation of the material, which has a positive effect on the level of knowledge of pupils.
The use of information technology in a preschool educational institution makes it possible to overcome the intellectual passivity of children, makes it possible to increase the effectiveness of the educational activities of a preschool teacher.
In conclusion, I want to note that the use of ICT leads to a number of positive effects:
1. Enriches the lesson with emotional coloring
2. Psychologically facilitates the process of assimilation
3. Excites a keen interest in the subject of knowledge
4. Expands the general outlook
5. Increasing use of visual aids in the classroom
6. Frees you from routine manual work;
7. Increases the productivity of the teacher and the child.
