Whoever comprehends the new, cherishing the old, can be a teacher.
Confucius.
Words of wisdom. You can agree with them, or you can disagree. But no matter how we sometimes would like to avoid any new trends in our work, for various reasons we do not succeed, since life itself, our ordinary and unusual children make adjustments to it, "push" us, teachers, to solve a number of problems in different ways, one of which is the use of new technologies.
Modern society is rightly called information society.
The modern child lives in the world of electronic culture. Computers surround young children from birth: at home, in kindergartens, and at the doctor's. Powerful flow new information, advertising, application computer technology on television and in films, distribution game consoles, electronic toys have a great impact on the upbringing of a preschooler and his perception of the world around him. A 5-6 year old kid already communicates freely with a personal computer. The nature of his favorite activity - play - also changes significantly. Today's child assimilates only the information that interested him the most, the closest, familiar to him, that which causes pleasant and comfortable feelings. Therefore, one of the means that has a unique opportunity to increase the motivation and improve the learning of the modern preschooler, the development of his creative abilities and the creation of a positive emotional background of educational activity 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 like it or not, but ICT are 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, which can help his development. 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 computer, almost every school has computer classes and interactive whiteboards, then in preschool institutions this work has just begun and, as a rule, at the level of the teacher's personal interest.
I am a supporter of the use of ICT in working with children, because I believe that a teacher, in order to communicate with a child in the same language, must be armed with modern methods and new educational technologies... Even hyperactive children, whose attention is quite difficult to hold for a long time, receive the information presented on big screen, and even accompanied by various games and music. The penetration of modern technologies into educational practice opens up new opportunities.
Purpose of use information technologies in the direct educational activity of the teacher, these are:
make education modern (in terms of using technical means);
to bring educational activity closer to the worldview of a modern child, since he looks and listens more than reads and speaks; prefers to use information obtained with the help of technical means;
establish a relationship of understanding, mutual assistance between the teacher and the pupil;
help the teacher in the ability to emotionally and figuratively present the material.
save time for both the teacher and the child, increase the density of educational activity, enrich it with new content.
The use of ICT makes it possible 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, and 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, audio and video equipment.
It is difficult to imagine modern education without Internet resources. Search engines the Internet provides educators with the opportunity to find almost any development and learning material and any photographs and illustrations for the classroom.
Also, using the Internet, you can choose a musical composition that matches the topic of educational activities. These can be classical or modern works, songs from children's cartoons.
The use of information technologies in a preschool educational institution allows you to overcome the intellectual passivity of children, makes it possible to increase the effectiveness of the educational activities of a preschool teacher.
Thus, the use of ICT in working with children opens up new didactic opportunities related to the visualization of material, its "revival", the ability to visualize those phenomena and processes that cannot be demonstrated in other ways. Both the quality of visualization itself and its content are increasing. In particular, the systematization and structuring of educational material creates excellent opportunities. It becomes possible to concentrate large volumes of demonstration material from different sources, presented in different forms, optimally selected and arranged by the teacher, depending on the needs of the children and the characteristics of the program.
The presence of a good material, technical and resource base of the preschool educational institution is not enough for the process of informatization of education to really have positive results. It is very important that teachers are able and, most importantly, have the opportunity and desire to use ICT in their work.
Developed by Prototype under Uncategorized and published on 11th October, 2015
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ICT use in preschool education allows you to develop the ability of children to navigate the information flows of the world around them, to master in practical ways work with information, develop skills that allow you to exchange information using modern technical means. The use of ICT in the classroom makes it possible to move from an explanatory-illustrated method of teaching to an activity-based one, in which the child becomes an active subject, and not a passive object of pedagogical influence. This contributes to the conscious assimilation of knowledge by preschoolers.
The introduction of information technologies into the program of preparing children for school is a powerful factor in enriching the intellectual, moral, aesthetic development of a child, and therefore, introducing him to the world. information culture.
Information and communication technologies (ICT) of education, introduced about 10 - 15 years ago, have shown their effectiveness over the past time. The basic laws of their application are not something specific, but follow the laws of pedagogical science.
The use of ICTs in preschool education is dynamic in nature, which is primarily due to their properties, which make it possible to display and analyze huge amounts of information. A feature of ICT is the work with images of objects, which corresponds to the physiologically conditioned transition for senior preschool children from a visual-objective to a visual-figurative form of thinking.
The present time is characterized by the introduction of information technologies in all spheres of human life and activities, a change in the role and place personal computers in modern society.
Now there is a lot of debate about what to be in school in the twenty-first century, so that it meets the requirements and demands of modern society. And as practice shows, it is impossible to imagine a modern school without new information technologies.
That is why the processes of informatization in Russian schools begin with preschool education, which is gaining special significance today.
Often, parents who bring their children to kindergarten are sure that “readiness for school” is the child's ability to write, read and count, completely forgetting about the objective age-related laws of preschooler development.
The child needs to be developed, awakening all the potential that is in him, to see the beautiful, to develop his fine motor skills. But no less important task is to instill in the child the skills of abstract thinking, the ability to think logically. All this makes qualitatively new requirements for the stage of preschool education.
The child's psychological readiness for life in the information society should be formed from the moment the child is prepared for school. This is primarily due to the need to own computer literacy... Introduction to information culture is the acquisition of ethical, aesthetic and intellectual sensitivity. We must not forget that the mega development of information computer technology in recent years has left a certain imprint on the development of the personality of a modern child.
At the same time, it is important that they do not become dependent on the computer, but appreciate and strive for lively, emotional human communication. As you know, visual-figurative thinking is dominant in older preschoolers; at the same age, verbal-logical thinking is laid down and requires directed development.
Child development with the help of a computer is associated not only with the types of children's motivation at the computer:
interest in a new, mysterious subject - a computer;
research motive (desire to find answers to questions);
the motive for the successful solution of cognitive tasks, but also the peculiarity and specific complexity of computerized subject lessons in preschool preparation.
Children's computer activities include four interrelated components:
Active knowledge of the world by children.
Step-by-step assimilation of increasingly complex game methods and means of solving game problems.
Change of the subject-sign environment on the monitor screen.
Activating communication of a child with adults and other children.
The computer greatly expands the possibilities of presentation educational information, allows you to strengthen the child's motivation. The use of multimedia technologies (colors, graphics, sound, modern video technology) allows you to simulate various situations and environments. The game components included in the multimedia programs activate the cognitive activity of students and enhance the assimilation of the material.
It is not a secret for anyone that in the process of working at a computer, in addition to a huge interest in it, persistence, patience, and steady attention are formed, which is not so characteristic of the age characteristics of older preschool age.
At the computer, children prefer to play together, finding a common solution. Joint computer games-games allow you to remove a number of difficulties in communication of children, so typical at this age and contribute to the enrichment of speech, prepare for schooling.
The computer is also a vehicle for teaching the important aspects of communication necessary for collaborative activities. It is known that the main motives of older preschoolers include the establishment and maintenance of positive relationships with adults and peers.
Each lesson causes an emotional upsurge in children, even lagging children are happy to work with a computer, and the failure of the game encourages some of them to seek help from a teacher or independently achieve knowledge in the game.
According to the psychological aspects of the theory of personality development, depending on the dominant of the thinking mechanism (right and left hemisphere), information technologies contribute to the creation of conditions for the simultaneous work of both hemispheres, which leads to the development of coordination, artistic and imaginative development, balance, effective development of the child's thinking, his physical qualities.
The use of information computer technologies makes it possible to implement a differentiated approach to students with different levels of readiness for learning. Interactive training programs based on hypertext structure and multimedia make it possible to organize the simultaneous education of children with different abilities and capabilities. Therefore, electronic multimedia opens up fundamentally new didactic opportunities for the field of education. The fact is that the use of multimedia in e-learning not only increases the speed of transmission of information to students and increases the level of its understanding, but also contributes to the development of such important qualities as intuition and creative thinking. The developmental effect depends on the design of the program, a simple, intuitive, understandable interface and its accessibility for the child, compliance with his level of development and interest. Computer technologies make it possible to set before the child and help him solve cognitive and creative tasks based on visualization (mediation) and the activity leading for this age - a game.
When choosing computer development programs, it is necessary to take into account not only pedagogical, technological, but psychological aspects of child development. Therefore, software products are comprehensively tested by primary school teachers, a school psychologist, and a computer science teacher. The applied software products are aimed at:
· Coordination of movement;
· Counting geometric shapes, objects of various sizes, dynamic figures;
· Development of panoramic attention;
· Creation of volumetric images;
· Development of coordination of movement, eye, skills of using a mouse;
· Development of the reaction;
· Development of memory (including numerical and musical);
· Development of thought processes;
Development of mathematical skills in game form;
· Development of logical thinking;
· Development of attention and imagination;
· Creation and implementation of creative tasks;
· Acquaintance with the "live" alphabet;
· Development of information culture;
· Development of information literacy.
Amusement, inclusion in the content of didactic games, as well as coloring, ease of control, the possibility of fragmentary use and, at the same time, the presence of certain levels of difficulty in mastering the program, all this guarantees a high educational effect from the inclusion of the manual in the pedagogical process.
Interactivity is fundamentally important for the educational sphere of older preschoolers, thanks to which students can dynamically control their content, shape, size and color in the process of analyzing multimedia objects, and view them from different sides, zoom in and out, stop and restart from any place, change the illumination characteristics and do other similar manipulations, achieving the greatest clarity. One of the features is the harmonious combination software, design, volume of graphic and text information, structure and navigation, sound, animation and videos, interactive forms.
The use of a computer in preschool education is necessary because promotes an increase in interest in learning, its effectiveness and is that new way of transferring knowledge that corresponds to a qualitatively new content of learning and the all-round development of a preschooler. Computer programs involve children in developmental activities, form culturally significant knowledge and skills.
Thus, the use of modern information technologies is effective remedy education, development of creative abilities, personality formation, enrichment of the intellectual sphere, preservation and strengthening of the health of older preschoolers.
THE USE OF ICT IN WORK WITH PRESCHOOL CHILDREN.
In the modern world, the use of ICT has become almost an integral part of the teacher's work. Educational institutions have multimedia projectors, interactive whiteboards and tables, and laptops. Our preschool educational institution is no exception. On the basis of the preschool educational institution, meetings and seminars are held, where teachers share their experience in the use of ICT in professional activities.
I am a supporter of the use of information and computer technology. Modern society has many requirements for the younger generation. Currently, it is impossible to imagine a world without information resources and technologies. And in order for a child to enter a modern society prepared, he must learn to use a computer and modern technologies from preschool age.
As you know, the main activity in preschool children is play and any continuous educational activity takes place in a playful way. During the game, with the involvement of computer technology, the child learns to think independently, to reason and make decisions, attention, memory, motor skills develop, some interactive tasks allow you to develop speech. GCD with the involvement of ICT arouses great interest in children, and concentration and concentration increases. Such activities are also interesting for inactive children. They are also happy to complete assignments. For example, how can you talk with children about the most beautiful time of the year - autumn and not introduce them to the wonderful canvases of I.I. Levitan and V.D. Polenov. Not to introduce children to the music of A. Vivaldi and P. Tchaikovsky. And in this modern information technologies will help me.
Our preschool educational institution has interactive equipment that we use in compliance with sanitary standards. To get acquainted with a new topic or consolidation of the passed material on the federal state educational standard, a presentation on an interactive board on a topic corresponding to the educational plan is provided to the attention of children. There are also quizzes where children are given a series of tasks or questions. which they must decide for themselves. Assignments are given in the form of images, sound, speech or video. This allows you to quickly and efficiently accept, assimilate and memorize information. GCD, with the involvement of ICT, are interesting, colorful, modern.
I have developed presentations on the following topics: “Rules road traffic"," Military professions "," Inhabitants of the seas and oceans "," Space "," My mother ", etc. Presentations are always colorful, there is a lot of educational material that allows you to attract the attention of a child.
We have already grown up and, starting from the senior preschool age, began to go beyond territorial limitations kindergarten... We made excursions to the children's library, the editorial office of the district newspaper"Khurlĕ yalav", got acquainted with some of the sights of the village. But how have our capabilities expanded, thanks to multimedia equipment and the ability to make virtual trips to different corners of our beloved village. And how interesting it has become to consolidate the already acquired knowledge, completing tasks using electronic resources.
My pedagogical experience shows that ICT helps to better and faster assimilate the acquired knowledge, the learning process becomes easier, it becomes more effective, interesting, the abilities of children are widely revealed, and reflection is formed in a preschooler.
The use of ICT in preschool education makes it possible to develop the ability of children to navigate the information flows of the surrounding world, to master practical methods of working with information, to develop skills that allow them to exchange information using modern technical means. The use of ICT in the conduct of direct educational activities makes it possible to move from an explanatory-illustrated method of teaching to an activity-based one, in which the child becomes an active subject, and not a passive object of pedagogical influence. This contributes to the conscious assimilation of knowledge by preschoolers.
The introduction of information technologies into the program of education and training in kindergarten is one powerful factor in enriching the intellectual, moral, aesthetic development of a child, and therefore, familiarizing him with the world of information culture.
The use of ICTs in preschool education should be dynamic in nature, which is actually due to their properties, which make it possible to display and analyze huge amounts of information. A feature of these technologies at the modern level is working with images of objects. This corresponds to the physiologically conditioned, for older preschoolers, the transition from a visual-objective to a visual-figurative form of thinking.
The present time is characterized by the introduction of information technologies in all spheres of human life and activities, a change in the role and place of personal computers in modern society.
A child's psychological readiness for life in an information society should be formed from preschool age. That is why the processes of informatization in Russian schools begin with preschool education, which is gaining special significance today.
The computer significantly expands the possibilities of presenting visual information, allows you to strengthen the child's motivation. Game components included in computer programs activate the cognitive activity of preschoolers and enhance the assimilation of the material.
Direct educational activities of children using computer technology include four interrelated components:
- Active knowledge of the world by children.
- Step-by-step assimilation of increasingly complex game methods and means of solving game problems.
- Change of the subject-sign environment on the monitor screen.
- Activating communication of a child with adults and other children.
The computer is also a vehicle for teaching the important aspects of communication necessary for collaborative activities. It is known that the main motives of older preschoolers include the establishment and maintenance of positive relationships with adults and peers.
The use of ICT in educational activities causes an emotional uplift in children, even lagging children enjoy working with a computer, and the failure of the game prompts some of them to seek help from a teacher or to independently achieve knowledge in the game.
According to the psychological aspects of the theory of personality development, depending on the dominant of the thinking mechanism (right and left hemispheres), information technologies contribute to the creation of conditions for the simultaneous work of both hemispheres, which leads to the development of coordination, artistic-figurative development, balance, effective development of mental operations in a child , his physical qualities.
The use of computer development programs in conducting direct educational activities not only increases the speed of information transfer to students, and increases the level of its understanding, but also contributes to the development of such important qualities as figurative thinking. The developmental effect depends on the design of the program, a simple and understandable interface, and the correspondence of the tasks to the child's developmental level. Developing computer programs allow you to set before the child and help him solve cognitive and creative tasks based on visualization (mediation) and the activity leading for this age - a game.
When choosing computer development programs, it is necessary to take into account not only pedagogical, technological, but psychological aspects of child development. Therefore, software products are comprehensively tested by an educator and a preschool psychologist. The applied software products are aimed at developing:
- coordination of movement, eye, skills of using the manipulator "mouse";
- panoramic attention;
- basic mental functions;
- logical thinking;
- information culture.
Recognizing that a computer is a powerful new tool for the development of mental operations in preschool children, it must be remembered that its use for teaching and educational purposes in preschool institutions requires careful organization in accordance with the age of children and the requirements of the Sanitary Rules and Regulations.
To maintain a stable level of performance and maintain health, the conditions in which the direct educational activities take place are of great importance.
Direct educational activities using ICT can be carried out only in the presence of an educator or teacher who is responsible for the safety of the child. To carry out this kind of educational activity, a special office is required. The total duration of direct educational activities using ICT with older preschool children should be 25-30 minutes. Of these, 5-7 minutes children can be at the computer.
Information and communication technologies are firmly included in all spheres of human life. Accordingly, the education system makes new demands on the upbringing and training of the younger generation, the introduction of new approaches that should contribute not to replacing traditional methods, but to expand their capabilities.
But, along with the advantages, various problems arise both in preparation for direct educational activities, and during its implementation:
- Many preschoolers do not have a home computer.
- Educators do not have enough time to prepare for direct educational activities using ICT.
- Not enough computer time for everyone.
- Provision of preschool educational institutions with modern ICT facilities.
- There is a possibility that, being carried away by the use of ICT in direct educational activities, the teacher will move from developing education to visual and illustrative methods.
Leading scientists and specialists in the field of preschool education (Dukhanina L.N., Volosovets T.V., Veraksa N.E., Dorofeeva E.M., Alieva T.I., Belaya K.Yu. and others) express their position "for" and "against" ICT. Opponents of ICT as an argument cite data on negative impact long sitting at the computer on the health of children. But experience shows that the metered use of ICT does not affect the psychophysiological health of children.
The expediency of using information technologies in the development of mental operations of older preschoolers is confirmed by the works of foreign and domestic researchers (S. Papert, B. Hunter, E.N. Ivanova, N.P. Chudova, etc.). Scientific work on the introduction of ICT in preschool education has been carried out in our country since 1987 on the basis of the center. A.V. Zaporozhets researchers under the guidance
L.A. Paramonova, L.S. Novoselova, L. D. Chinaova. In 2008, the theoretical foundations for the application of scientific information technologies in the educational work of preschool educational institutions were developed, computer programs for preschoolers began to be actively created. Educators Learning to Use user environments in preschool educational institutions for the purpose of mathematical development (G.A. Repina, L.A. Paramonova), express the opinion that they are a factor in preserving the mental health of children due to the possibility of solving the following problems:
- development of psychophysiological functions that ensure readiness for learning (fine motor skills, optical-spatial orientation, hand-eye coordination);
- enrichment of horizons;
- assisting in the development of a social role;
- the formation of educational motivation;
- development of personal components of cognitive activity (cognitive activity, independence, arbitrariness);
- the formation of age-appropriate general intellectual skills (serialization, classification).
The use of a computer in preschool education is necessary, since it contributes to an increase in interest in learning, its effectiveness and is that new way of transferring knowledge that corresponds to a qualitatively new content of education and all-round development of a preschooler. Educational computer programs involve children in developing activities, form culturally significant knowledge and skills. Children familiar with educational games prefer them to "shooters" and "adventure games".
Thus, we can conclude that the use of modern information technologies is an effective means of developing creative abilities, forming a personality, enriching the intellectual sphere of older preschoolers. With the proper use of technical means, with correct organization educational process with the use of computer developmental programs for preschoolers can be widely used in practice without risk to the health of children.
The development of modern society is inextricably linked with scientific and technological progress. Humanity has entered a new era of new development, which is called the "information society". The introduction of information and communication technologies accelerates the transfer of knowledge and accumulated technological and social experience of mankind, not only from generation to generation, but also from one person to another. Great changes are taking place in the preschool education system. New education standards, federal state requirements are being introduced, new Laws "On Education", the adoption at the state level of the Development Strategy information society, the program "Electronic Russia" is being implemented. The process of information technology in preschool education is due to social needs in improving the quality of education and development of preschool children, the requirements of modern society.
The use of information and communication technologies in kindergarten is becoming very urgent problem modern preschool education, and occupy a special position in our modern world of modernization. Modern innovations help to improve the quality of learning and education and allow each child to successfully and quickly adapt to the environment and ongoing social changes.
Information technology is a set of methods, means, which are combined into one chain, which provides collection, storage, processing, output and distribution necessary information... The use of information and communication technologies contributes not only to achieving the maximum new quality of education among preschoolers, develops the logical thinking of children, but increases the motivation of children to acquire new knowledge, acquaints children with social world, create new means of educational influence.
Every teacher should use innovative technologies, since the use of information and communication technologies is one of the priorities of education and is successfully included in our practice, since modern society is an age of universal computerization. We must keep up with the times.
Every specialist and teacher who works in kindergarten should freely use a computer and modern multimedia equipment, create their own educational resources and actively use them in their teaching activities.
In teaching activities, you can use various means: a computer, laptop, interactive whiteboard, printer, scanner, TV, video, DVD, CD, music center, digital camera, video camera. The use of various means in the teaching and development of preschoolers in work provides ample opportunities for communication and obtaining a variety of modern information.
Information and communication technologies are used in the interaction between the work of all teachers, kindergarten specialists (teacher-psychologist, speech therapist, teacher-defectologist, physical therapy instructor, music director, physical education instructor) and parents. It is important to remember that computer program cannot replace a highly qualified specialist. All work should be carried out in a complex and is used as an auxiliary teaching material.
The use of ICT (information and communication technologies) in working with preschoolers requires adherence to certain didactic principles:
The principle of activity (novelty, dynamism, reality, stimulation of cognitive activity);
Scientific principle, use of animation effects (assimilation of real knowledge, not distorted information materials - sound recording, photographs, pictures);
The principle of accessibility (the material corresponds to the level of the age group, the specifics of children and their diagnoses are taken into account);
The principle of systematicity and consistency (material and information is provided in a certain order in accordance with the planning of activities with children;
The principle of visibility (multimedia presentations, video clips, slide shows).
The use of innovative technologies in pedagogical activity is not even a novelty, but a necessity for working with preschoolers, with parents, with kindergarten specialists, in methodological, experimental and innovative activities and, finally, assistance in the teacher's self-education. A single information space is being created in an educational institution. The teacher has the opportunity to get acquainted with the best practices and developments of other teachers. Many magazines have an electronic version on the Internet and the teacher can use the necessary materials for their intended purpose. Using information and communication technologies in his work, the teacher implements and solves important tasks for the development of a preschooler in modern society, contributes to the development of a successful personality, as he is a guide to the world of innovation. ICT is an interactive learning tool that allows you to stimulate the cognitive activity of preschoolers and participate in the development of new knowledge.
Using a computer and laptop to introduce children to modern means of transmission and storage various information carried out in various gaming technologies. Using computer games different directions and content:
Entertaining;
Developing;
Diagnostic;
Network.
You can use developing and educational games in working with preschoolers, for example, "Planet Earth", "Minerals", "Playing musical instruments", "Obedient pencil", "Learning the alphabet", "The world of plants", "Red Book of Russia" , "Rare Animals", "Island of Mathematics" and so on. You can get acquainted with the world of music, listen classical music... The accumulated photo and video material can be used in multimedia presentations. The Internet makes it possible to widely use the texts of works of art, watching cartoons or certain fragments.
With the use of information and communication technologies, children can make various trips to the sea, to other cities, planets, islands. They have the opportunity to listen to the voices of animals and the sounds of the natural world, enjoy the beauty of their native land and admire the beauty of the waterfall and listen to the murmur of a stream or the singing of birds.
The use of ICTs also plays an important role for the teachers themselves. The teacher's work with paper is reduced, less time is required to prepare visual-didactic material for direct educational activities, and he selects additional cognitive material. The teacher can draw up his documentation, reports, diagnostics, poster presentations. You can compose, arrange colorful booklets, brochures and leaflets. Pick up the necessary pictures, illustrations, both for direct activities and for decorating stands, information corners, screens. You can use a scanner to scan creative children's works and send them to various competitions and wait for the results. The necessary material can be printed in several versions and produced the required number of copies for working with children (coloring, drawing missing figures or details, ready-made templates, drawing up patterns, and so on).
The use of multimedia is great - a projector, which increases the level of visibility in the work of a teacher, since you can simultaneously apply a set of all types of information (graphic, video, sound).
Children's nature requires clarity. Manufacturing required material for do-it-yourself activities takes a lot of time and the selection of material for making a manual. The use and use of innovative technologies in working with preschoolers opens up the possibility of preparing colorful, aesthetic didactic material. The material can be very diverse: presentations, slides, questionnaires, consultations, abstracts of directly educational activities, leisure and entertainment. The process of presenting knowledge in the development of a child is becoming more modern, diverse, and rich. Information is presented quickly and quickly.
You can photograph and shoot the artistic creativity and productive activities of children, interesting events, entertainment, targeted walks and observations, interesting cases from the life of the pupils of the group, and then arrange a joint viewing of such events, organize a photo exhibition. Correctly selected information arouses only positive emotions and great interest. In preschoolers, the motivation for cognitive activity increases, visual functions and the child's eye abilities are activated, and an active position of the subject of learning is formed. The most important thing is that every child gains confidence in himself and his abilities, to show his talent. Success in solving problems can be achieved only with high level professionalism of teaching staff. It is important not to make mistakes when using information and communication technologies, namely:
Correctly use the purpose of the material;
Do not overload training with materials;
Comply with certain requirements for the use of technical means (certain
days for training, do not disrupt the mode of walking and daytime sleep, teaching children
rules of conduct, compliance with safety rules, medical equipment
first aid kits, hygiene measures);
The main activity is gaming;
Do not forget the educational and developmental significance of the book in the life of a preschooler.
The created website in kindergarten provides an opportunity to acquaint parents with the life of preschoolers in kindergarten. The site covers issues of upbringing and development of children. Parents can communicate with teachers and specialists, receive the necessary advice on issues of interest, and also share their experience in raising children. Various materials and articles are published on the sites. Together with the child, they can look at the group's website and see together new photographs, video clips, see records of holidays, events, find out the news of the kindergarten.
Thus, the use of information and communication technologies in preschool education helps to improve the quality of the educational and upbringing process. Preschoolers receive modern knowledge, learn to use modern equipment.
Teachers have the opportunity to accumulate material, communicate professionally on the Internet, share their experiences, improve self-education, use the work of the group's website to interact with parents.
The use of innovative technologies in the interaction of all kindergarten specialists, teachers and parents allows achieving positive results in work:
1. The efficiency of the process of upbringing and development of preschoolers is increasing.
2. The ability to access information resources is expanding.
3. Helps develop certain computer skills.
4. Contribute to enhancing creativity and imagination.
5. The activity and curiosity of preschoolers increases.
6. The level of psychological and pedagogical competence of parents is increasing.
7. Parents take an active part in upbringing and educational activities.
