The use of ICT in the work of a dhow educator. The use of information and communication technologies in the work of a teacher

Consultation for educators.

Prepared by: Yu.A. Zakharova

Use of information and communication
technologies in the work of a teacher

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. The powerful flow of new information, advertising, the use of computer technologies on television and in the 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 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 most, the closest, familiar to him, the one that 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 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 the modern world it is difficult to stand still, therefore, whether we like it or not, 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, which can help his development. Now 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 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 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 with modern methods and new educational technologies. Even hyperactive children, whose attention is quite difficult to hold for a long time, 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 the teacher:

· make education modern (in terms of the use of technical means);

· to bring educational activities 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;

· to 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 capabilities increases. The presentation helps to combine a huge amount of demonstration material, freeing from a large volume 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, compose my presentations, slide films, carry out my educational projects, thereby creating numerous options for work that will help diversify and improve educational activities.

From the abundance of programs, theories, technologies and methods, I have 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 of the ways ICT can be used in education.

Using ICTs in working with children:

· Multimedia equipment (creation and demonstration of presentations, slide films, video clips, elements and techniques of graphic images)

Direct educational activity with multimedia support - the teacher uses a 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 activity. The teacher can use subject collections (illustrations, photographs, reproductions of paintings by the studied artists, video tours, video clips, interactive models, projecting them onto a large screen). Using the power of PowerPoint, I have developed presentations of some topics. This program allows you to completely collect all the necessary materials for classes, and then demonstrate them in the desired sequence on the screen. Multimedia presentations allow you to present educational and developmental material as a system of vivid reference images filled with comprehensive structured information in an algorithmic order. In this case, various channels of perception are involved, which makes it possible to lay information not only in factual, but also in an associative form in the memory of children. Another aspect should be touched upon. No matter how the GCD is developed, a lot 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.

The theoretical part is followed by the practical work of children. In this part of the activity, options using ICT are also possible. For example, a teacher draws on the blackboard, partially blocking himself, the entire process of depicting and explaining, which negatively affects the quality of the presentation of the material, many questions arise. Also, when the teacher turns away to the board, he involuntarily loses contact with the children. I conclude that this method is not effective, and a low result is obtained. When using computer technology, you can clearly and consistently show image techniques on a large screen. It is visible and understandable to everyone.

In addition, on the screen, you can compare several images at the same time, identify their advantages and disadvantages.

· Interactive whiteboard (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 participants in it. In this version, there are cases when students work simultaneously with the teacher, and at a certain stage they move on to individual work on the blackboard according to the instructions of the educator. 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 child's creativity; the ability to operate with symbols on the monitor screen, helps to optimize the transition from visual-figurative to abstract thinking; the use of 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 to diversify joint activities, to make it more intense emotionally. For example, children are given a task: to depict an animal using geometric shapes using an interactive whiteboard. The guys model the figures of animals, both realistic and from the fantasy world, thereby consolidating the knowledge about geometric figures. 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 for the lesson of demonstration material, music, games, etc., lessons in the form of a virtual excursion with access to the worldwide network).

It is difficult to imagine modern education without Internet resources. Internet search engines provide educators with the ability to find almost any developmental and learning material and any photographs and illustrations for the classroom.

Also, with the help of the Internet, I select a musical composition corresponding to the topic of educational activities. These can be classical or modern works, songs from children's cartoons. With a video processing software, it's easy to create your own clip with music-changing slides tailored to a specific topic.

Direct educational activities with access to the World Wide Web (can be both 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 follow the elementary sanitary standards regarding the hours of work of preschoolers at the computer. According to the requirements of SanPiN, direct educational activity using a computer assumes 10 minutes for children 5 years old, and 15 minutes for children 6-7 years old. When working, children are placed at a distance of no closer than 2-3 m and no further than 5-5.5 m from the screen. Educational activities using a computer for children 5-7 years old should be carried out no more than once a day and no more than three times a week. In addition, when preparing multimedia presentations, I use the recommendations of psychologists on the influence of color on the cognitive activity of children, on the combination of colors and their quantity. At the end of the lesson, I do eye exercises.

The use of ICT in methodical work:

· Development, systematization and collection of methodological developments and documentation (long-term plans, notes, games, musical selection, etc.)

· Diagnostics of children's creative development (diagrams, graphs, tables)

· Internet resources (email, search engines, electronic conferences)

· Exchange of experience, didactic materials and manuals with leading experts in the field of education around the world

It's not a secret for anyone that recently, in addition to developments in direct educational activities, calendar-thematic plans, a large amount of paper reporting is required from the educator. To do this, in the operating system, you can create subject folders with the development of classes, which can be divided by topic. 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 the child, record various data about him, test results, build graphs, and generally track the dynamics of the child's development. This can be done manually, but the time costs are incomparable. 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 complex approaches to teaching, others reflect the development of a certain quality, differentiating age categories, etc. Without a database, it is difficult to navigate the literature. Email, search engines, electronic conferences are also becoming an integral part of modern education. On the Internet, you can find information on learning and development issues, innovative kindergartens, foreign early development institutions, and establish contacts with leading experts in the field of education.

Using ICT in working 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 institution's website;

· Online communication with parents through the institution's website;

· Internet resources (posting on the institution's website and on pedagogical websites of your abstracts, consultations, work experience, maintaining your blog)

· Demonstration of presentations of the organization of work with children;

· Creation of your own blog on the Internet;

· Organization of final exhibitions using slideshows of children's works

And these are just some of the opportunities that you can take advantage of. It is difficult to imagine how many 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 the pupils.

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.

In conclusion, I would like 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 learning process

3. Arouses a keen interest in the subject of knowledge

4. Broadens the general horizons

5. The level of use of visual aids in the classroom is increasing

6. Frees from routine manual work;

7. Increases the productivity of the educator and the child.

Oksana Zotkina
The use of ICT in the work of a teacher of a preschool educational institution

Using information and communication technologies in educational educational process is one of the newest problems in the domestic preschool pedagogy, since science and technology do not stand still. And the teacher can and should use new technologies in work in all areas of their activity, to be always aware of pedagogical novelties.

Active attraction preschool teachers the possibilities of modern information and communication technologies allow using multimedia, in the most accessible, attractive and playful form, to achieve a new quality of children's knowledge, parental awareness, professional skills teacher... The novelty of the innovative experience lies in the fact that the direction of using ICT is just beginning to be introduced into preschool education... This is due to the fact that this requires a good material and technical base and a sufficient level of ICT competence. teacher.

Realizing the goal of improving the quality of educational educational process through the use of ICT, educator decides the following tasks:

1. Improving professional skills through the use of information and communication technologies.

2. Integration of ICT into joint activities teacher and children.

3. Using ICT at work with parents to improve their parenting competence.

One of the most important factors affecting the professionalism of an educator is self-education... The search for new techniques, methods and technologies is relevant especially in our time. There are many ICT courses available to improve your professional skills. Using the Internet allows you to spread your own experience work, adopt the advanced experience of colleagues in Russia and abroad. The Internet also makes it possible to create a library of electronic resources: multimedia presentations on various topics, teaching materials on educational activities(these are OOD scenarios, a selection of demonstration material on cognitive, speech, socio-communicative, physical and artistic and aesthetic development).

The Internet also provides an opportunity to improve your pedagogical mastery through participation in webinars, Internet conferences, social networking forums.

One of the modern trends work on the use ICT is the execution of basic documentation in electronic form. Maintaining the main documentation in electronic format significantly reduces the time for filling it out, makes it possible to promptly make changes, additions, facilitates storage and access to information. These are such documents, as: lists of children, information about parents, diagnostic cards, perspective and calendar plans in all directions group work... It’s a pity that on working the place of the teacher does not have a personal computer, which would greatly facilitate the work of each of us.

Innovative activities for using information technology had a positive effect on the level of ICT competence, which translates into the creation of our own mini-sites in "Social network preschool workers» , on the portal "About childhood", on the "MAAAM.ru".

Very positive effect on the increase preschool education use ICT as a means to improve the assimilation of the studied material preschoolers... It is important for the educator to remember that each child is a person and his abilities develop in the activities in which he is engaged at his own request and with interest. Therefore, it is necessary to choose technologies that would make it possible to do this. It is information and communication technologies that are such a means, since they open up unlimited opportunities for the educator for effective creative work... These include an electronic library, which includes presentations on various topics, physical education, didactic, handouts for children, card indexes of games, observations, walks, plot pictures for composing stories on the development of speech, ready-made coloring pages (by sample, labyrinths for the development of fine motor skills. This media library takes up very little space. To transfer information flash cards are used, 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 it using... Reasonable use in upbringing and educational the process of visual teaching aids develops observation, attention, speech and thinking in children. Right selected videos demonstrated with the help of media technology allow you to make an organized educational activities more interesting and dynamic, help "Submerge" child into the subject of study, create the illusion of co-presence, empathy with the studied object, contribute to the formation of voluminous and vivid representations. All this helps to increase the motivation of children to educational activities, activates cognitive activity, improves the quality of assimilation of program material with children.

Integral part the teacher's job is to work with parents. Using ICT significantly reduces the time for preparing and conducting parenting assemblies, helps to dispose parents for easy communication. Parents are given the opportunity to personally observe the development of children in a preschool educational institution. This form work has become a worthy alternative to oral reports, written reports on meetings.

During the period of morning and evening meetings with parents, the teacher cannot always pay due attention to the parents. Therefore, it is necessary to search for new productive forms of interaction with parents. The way out of this situation is easy to find, using the website of the preschool educational institution or group. Using ICT at work with parents gives great advantages:

E-mail to exchange opinions without wasting time;

Information is studied by parents at a convenient time for them;

Information flows are increasing;

Individual approach to submitting information;

The presence of the website of the preschool educational institution and the group, electronic and printed materials on paper made it possible for parents to improve their pedagogical competence in communicating with children, made them active participants in the life of our group.

From all of the above, we can conclude that the use of ICT in educational educational process:

1. Promotes professional development teacher, activates him in the search for new non-traditional forms and methods of teaching, gives an incentive to the manifestation of creative abilities teacher.

2. Increases children's interest in learning, activates cognitive activity, improves the quality of learning program material by children.

3. Raises the level pedagogical the competence of parents, their awareness of the life of the preschool educational institution and the group and the results of each specific child, increased interest in events in the kindergarten.

Related publications:

Formation of a positive image of a preschool educational institution Dear Colleagues. Your attention is invited to the results of the work of the tutor of MADOU No. 3 Natalia Vladimirovna Sapunova. Topic: “Formation.

Changes in the work of a preschool teacher with the introduction of the federal state educational standard Preschool institutions today are entering a period of profound qualitative changes. The new Federal Educational Standard (hereinafter -.

"Project method in the activities of a preschool educational institution" The formation of a new education system keeps a reference to the world space and requires significant changes in pedagogical theory and.

Interaction of specialists of a preschool educational institution in working with children with general speech underdevelopment"Interaction of specialists of a preschool educational institution in working with children with general speech underdevelopment" INTRODUCTION Analyzing.

What should change in the work of a preschool teacher with the introduction of the federal educational standard The functions of the teacher will change: the main one is to create conditions for independent cognition and development of children. The content of pedagogical interaction:

Interaction of a preschool educational institution with parents of pupils SLIDE1 I would like to present my work experience

Speech etiquette- developed rules of speech behavior, a system of speech communication formulas.

Speech etiquette formulas- these are standard ready-made constructions that are regularly used with correct communication.

Etiquette- This is a set of rules of good taste, adopted in a given society and establishing norms of people's behavior in certain situations.

Iatrogeny- Adverse changes in the mental state and psychogenic reactions that contribute to the emergence of neuroses that appear as a result of improper (unskilled) actions of a medical worker who unintentionally inspires a patient (for example, due to a careless statement about the severity of the disease, an unfavorable prognosis of the disease; imprudent references to a bad outcome of similar diseases in other people, etc.).

Topic 1.4. The use of information and communication technologies in professional activities. Control questions

General concept of information and communication technologies (ICT).

ICT objectives.

Classification of ICT tools.

Psychological and pedagogical features of the use of ICT.

Forms of using information and communication technologies in the training of a specialist.

§ 8. The concept of information and communication technologies. The use of information and communication technologies in the training of a specialist. Reference material

The creation and development of the information society in the modern world involves widespread use information and communication technologies (ICT) in professional activity, which is determined by a number of factors:

● The introduction of ICT significantly accelerates the transfer of knowledge and accumulated social experience of mankind, not only from generation to generation, but also from one person to another.

● modern ICT, improving the quality of training and education, allow a person to more successfully adapt to the ongoing social changes.

Information and communication technology (ICT)- a set of methods, production processes and software and hardware integrated for the purpose of collecting, processing, storing, distributing, displaying and using information in the interests of its users.

The use of ICTs used in the field of education aims at the implementation of the following tasks, such as:

Support and development of systematic thinking;

Support for all types of cognitive activities in the acquisition of knowledge, development and consolidation of skills and abilities;

Implementation of the principle of individualization of the educational process while maintaining its integrity.

Educational ICT tools can be classified according to a number of parameters:

1. By solving pedagogical tasks:

Means providing basic training (electronic textbooks, training systems, knowledge control systems);

Practical training tools (problem books, workshops, virtual constructors, simulation programs, simulators);

Auxiliary tools (encyclopedias, dictionaries, reading books, developing computer games, multimedia training sessions);

Complex tools (distance learning courses).

2. By functions in the organization of the educational process:

Information and training (electronic libraries, electronic books, electronic periodicals, dictionaries, reference books, training computer programs, information systems);

Interactive (email, electronic teleconferencing);

Search engines (catalogs, search engines).

3. By type of information:

Electronic and information resources with textual information (textbooks, study guides, problem books, tests, dictionaries, reference books, encyclopedias, periodicals, numerical data, software and educational materials);

Electronic and information resources with visual information (collections: photographs, portraits, illustrations, video fragments of processes and phenomena, demonstrations of experiments, video tours; statistical and dynamic models, interactive models; symbolic objects: schemes, diagrams);

Electronic and information resources with audio information (sound recordings of poems, didactic speech material, musical works, sounds of animate and inanimate nature, synchronized audio objects);

Electronic and information resources with audio and video information (audio and video objects of animate and inanimate nature, subject excursions);

Electronic and information resources with combined information (textbooks, study guides, primary sources, anthologies, problem books, encyclopedias, dictionaries, periodicals).

with combined information (textbooks, study guides, primary sources, anthologies, problem books, encyclopedias, dictionaries, periodicals).

ICT capabilities can be used:

When building interactive tables, posters and other digital educational resources on specific topics and sections of the academic discipline,

To create individual test mini-lessons;

To create interactive homework assignments and self-study simulators for students.

Educational and methodological aspect ... Electronic and information resources can be used as educational and methodological support of the educational process. The teacher can use various educational ICT tools in preparation for the lesson; directly when explaining new material, to consolidate the acquired knowledge, in the process of quality control of knowledge; for the organization of self-study by students of additional material, etc. Computer tests and test items can be used to implement various types of control and assessment of knowledge.

The development of human activity is determined by a change in one or another of its structural components: the object, the goal, the content of the activity, the system of actions that ensure the achievement of the goal, the means of performing these actions. At the same time, the change occurs not in any single link, but in the entire structure of activity. As a result, traditional forms are transformed and new forms of human activity appear in the sphere of labor, cognition and communication. Modern ICT tools have become a new tool, an instrument of human activity.

The use of ICT tools as a tool means the emergence of new forms of mental, mnemonic, creative activity, which can be considered as the historical development of human mental processes and continue to develop the principles of the historical development of activity in relation to the conditions of the transition to a post-industrial society. The assimilation of knowledge presupposes the mastery of a system of generalizations that make up the main content of knowledge.

The nature of ICT tools has a definite effect on the formation and development of human mental structures, including thinking. The printed text, which until recently was the main source of information, is built on the principle of abstraction of content from reality and is organized as a sequence of phrases in the order of reading from left to right, which forms the skills of mental activity, which has a structure similar to the structure of printed text, which is characterized by such features as linearity , consistency, analyticity, hierarchy.

Other media - photography, film, radio, television - have a structure that is significantly different from that of print. Images and sounds do not direct the train of thought of the listener or viewer from one object to another with intermediate conclusions, as in the perception of printed information. Instead, they create models of recognition, addressing the sensible side of the subject.

Just as printed materials and technical means of mass communication have led to a gigantic expansion of the possibilities of human cognition, fixation and transfer of experience, the computer increases the potential of human thinking, causes certain changes in the structure of mental activity. The main processes are the organization and interpretation of information. It can be encoded and presented on the display screen in the form of mathematical symbols, tables, graphs and diagrams, images of processes, supplemented by sound, color images, etc.

The learning environment forms such characteristics of thinking as a tendency to experiment, flexibility, coherence, structure. These characteristics correspond to cognitive processes associated with creativity and problem solving. Thus, understanding the essence of phenomena and tactics for solving problems are described as the ability to perceive in a new way seemingly obvious facts, to find a way to connect seemingly unrelated things, to establish original connections between new and old information.

ICT tools contribute to the development of the student's thinking, orient him towards the search for obvious and non-obvious system connections and patterns. The computer is a powerful tool for helping to understand many phenomena and patterns, however, it must be remembered that it inevitably enslaves the mind, which, as a result, has only a set of learned facts and skills. A simple communication of knowledge, mastery of a programming language, the very ability to program are only the first step towards realizing its capabilities. Really effective can only be considered training, in which the skills of thinking are instilled, moreover, thinking of a new type, which in a certain way differs from the thinking that was formed on the basis of operating with printed information, using the means of mass communication.

Thus, in connection with the use of ICT, the concepts of not only thinking, but also of other mental functions are subject to revision: perception, memory, ideas, emotions, etc.

The inclusion of ICT helps to improve and diversify the traditional forms of transmission and assimilation of educational material.

ICT forms:

Electronic textbooks and a variety of manuals, designed into digital educational resources, expand the possibilities of working with text and create the prerequisites for deep mastery of the material.

The didactic game, supported by ICT, acquires, in addition to the simulation of the studied systems, phenomena, processes, visibility in the design of the decision and the results of the game itself and the actions of the team.

The use of multimedia tools in the training of specialists makes it possible to combine the necessary information in different forms (text, sound, video, etc.).

ICTs in teaching aim students at the development of certain skills and abilities of independent activity, provide a transition to self-education. How the cognitive interests of students are activated in the classical lecture and seminar system of teaching using ICT can be considered when analyzing traditional forms of classes.

1. Computer programs should not be used for entertainment purposes and for the sole purpose of increasing interest in a subject by displaying visual objects. In the language development of the student, it is important to use multimedia tools (ICT) not only as illustrative material, but also as a basis for structuring and systematizing information, creative application of the knowledge gained, those. illustrations should reinforce cognitive activity, not replace it .

2. When using ICT, it is important intensify work with the text, increase the volume of communication exercises, intensify cognitive activity students by reducing the time spent on other types of work, such as various types of cheating.

3. It is necessary create problem situations, develop the creative potential of students; not overload educational material using ICT(excessive enthusiasm for the computer can harm, reduce performance).

4. For the development of communicative competence, it is necessary to think over the interaction of students in a group, a poet atit is important when using ICT to plan group assignments. Thanks to the discussion and design of the educational process, its participants, as they gain experience in discussions, acquire many useful skills and properties: to highlight and express their position and perceive someone else's; obey general rules and develop on this basis methods of self-regulation and adequate self-esteem, etc.

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"The use of ICT in the work of a kindergarten teacher"

Vozmischeva Tatiana Sergeevna

Educator I quarter. to.

MBDOU "Combined Kindergarten No. 52" AGO

The use of information and communication technologies in the upbringing and 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, to be always aware of pedagogical innovations. In my work, I try to actively involve the possibilities of modern information and communication technologies (hereinafter I will speak in abbreviated form as ICT). Since the use of ICT allows multimedia, in the most accessible and attractive, playful form, to achieve a new quality of knowledge of children, awareness of parents, professional skill of a teacher. The novelty of the innovative experience lies in the fact that the direction on the use of ICT is beginning to be introduced into 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. To improve professional skills through the use of information and communication technologies. 2. To introduce ICT into the joint activities of a teacher and children. 3.Use ICT in working with parents to increase competence in parenting. One of the most important factors influencing the professionalism of an educator is self-education. The search for new techniques, methods and technologies is relevant especially in our time. Internet connection allowed me to share my own work experience, to adopt the advanced experience of colleagues from Russia and abroad. I also got the opportunity to create a library of electronic resources: multimedia presentations on various topics, methodological materials on educational activities (these are GCD scenarios, a selection of demonstration material on speech development and other educational areas). One of the directions of my work on the use of ICT is the execution of the main documentation in electronic form. From my own experience, I was convinced that maintaining the main documentation in electronic format significantly reduces the time for filling it out, makes it possible to quickly make changes, additions, and facilitates storage and access to information. These are such documents as: lists of children, information about parents, diagnostic cards, perspective and calendar plans for all areas of work in the group. The Internet gives me the opportunity to improve my teaching skills through participation in webinars, vibinars, Internet conferences. Innovative activity in the use of information technology has 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 mastery of the studied material by preschoolers. It is important for a teacher to remember that every child is a person and his abilities develop in the activities in which he is engaged at his own request and with interest. Therefore, it is necessary to choose such technologies that would make it possible to do this. I believe that ICTs are such a tool, as they open up unlimited opportunities for the educator for effective creative work.

This is where the electronic library I have created helps me, which includes presentations on various topics, various physical education minutes, didactic, handouts for children, card indexes of games, observations, walks, plot pictures for composing stories on the development of speech. This media library takes up very little space. I use flash cards and disks to transfer information. 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. Correctly 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 under study, contribute to the formation of voluminous and vivid representations. All this contributes to an increase in the motivation of children for educational activities, activates cognitive activity, and improves the quality of assimilation of program material with children. One of the indicators of a teacher's success and the quality of his educational activities are the achievements of his pupils. So my children are participants in Internet contests: 1.Participation in the All-Russian competition of children's creativity "Sweet mom", "Talent from the cradle", "Step forward", "Talantokha" and others. Parents are very interested in going online and among the participants of the competition see the name of your child and receive a certificate of participation. An integral part of a teacher's work is working with parents. The use of ICT, in my opinion, has significantly reduced the time for preparing and holding parenting meetings, helped to arrange parents for easy communication. Parents are given the opportunity to personally observe the development of children in a preschool educational institution. 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 the parents. It is necessary to search for new productive forms of interaction with parents. For them, I designed a wonderful parental corner, materials for which I found all on the same sites on the Internet. Such bright and colorful information always attracts attention and is laconic and accessible to parents. In addition, parents have the opportunity to go to the kindergarten website, where they can get available information.

What benefits do parents get from a group site? First, they have the opportunity to follow the life of the group, the kindergarten. Secondly, the site allows you to get to know the 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 kindergarten website, see new photos together, listen to the child's message about past events. Using ICT in my work with parents, I realized that it gives great advantages: 1. E-mail for exchanging opinions without wasting time; 2. Information is studied by parents at a convenient time for them; 3.Information flows are increasing; 4. An individual approach to the presentation of information. From all of the above, we can conclude that the use of ICT by me in the educational process: 1. Helped to improve my professional level as a teacher, activated me to search for new non-traditional forms and methods of teaching, gave an incentive to the manifestation of my creative abilities. 2. Increased children's interest in learning, intensified cognitive activity, increased the quality of the 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 specific child, increased interest in events in kindergarten.

The use of ICT technologies in the educational process in the context of the introduction of the federal state educational standard for preschool educational institutions

Buzmakova Svetlana Vladimirovna, educator of the MADOU "Kindergarten No. 88", Berezniki, Perm Territory
Description: the work will be of interest to teachers who use ICT technologies when organizing work in a preschool educational institution, the work contains a description of the experience of introducing ICT technologies, the work outlines the problems and prospects of using ICT technologies in a preschool educational institution.
Purpose:
Creation of conditions for increasing the level of ICT competence of preschool educational institutions for the successful implementation of the Federal State Educational Standard

Socio - economic changes in Russia have led to the need to modernize many social institutions, and above all the education system. The new tasks set for education today are formulated and presented in the law "On Education of the Russian Federation" and the educational standard of the new generation.
Informatization of education in Russia is one of the most important mechanisms affecting all the main areas of modernization of the educational system. Its main task is the effective use of the following major advantages of information and communication technologies:
- The possibility of organizing the process of cognition, supporting the activity-based approach to the educational process;
- Individualization of the educational process while maintaining its integrity;
- Creation of an effective management system for information and methodological support of education.
The key directions the process of informatization of preschool educational institutions are:
1. Organizational:
- Modernization of the methodical service;
- Improvement of the material and technical base;
- Creation of a specific information environment.
2. Pedagogical:
- Improving ICT - the competence of preschool teachers;
- The introduction of ICT in the educational space.
In accordance with the law "On Education in the Russian Federation", preschool education is one of the levels of general education. Therefore, the informatization of kindergarten has become a necessary reality in modern society. The computerization of school education has a rather long history (about 20 years), but in kindergarten, such a spread of the computer has not yet been observed. At the same time, it is impossible to imagine the work of a teacher (preschool teacher as well) without using information resources. The use of ICT makes it possible to enrich, qualitatively update the educational process in a preschool educational institution and increase its efficiency.
What is ICT?
Information educational technologies are all technologies in the field of education that use special technical means (PC, multimedia) to achieve pedagogical goals.
Information and communication technologies in education (ICT) is a complex of teaching materials, technical and instrumental means of computing technology in the educational process, forms and methods of their application to improve the activities of specialists of educational institutions (administration, educators, specialists), as well as for education (development, diagnosis, correction) of children.

Areas of ICT application by preschool educators

1.Records management.
In the process of educational activity, the teacher draws up and draws up calendar and long-term plans, prepares material for the design of the parent's corner, conducts diagnostics and draws up the results both in print and in electronic form. Diagnostics should be considered not as a one-time conduct of the necessary research, but also keeping an individual diary of the child, in which various data about the child, test results are recorded, graphs are built, and the dynamics of the child's development is generally monitored. Of course, this can be done without the use of computer technology, but the quality of design and time costs are incomparable.
An important aspect of using ICT is preparing a teacher for certification. Here you can consider both the preparation of documentation and the preparation of an electronic portfolio.
2. Methodical work, professional development of a teacher.
In the information society, online electronic resources are the most convenient, fast and modern way of disseminating new methodological ideas and didactic manuals, available to methodologists and teachers regardless of their place of residence. Informational and methodological support in the form of electronic resources can be used during the preparation of a teacher for classes, to study new techniques, when selecting visual aids for classes.
Networked communities of teachers allow not only finding and using the necessary methodological developments, but also posting their materials, sharing pedagogical experience in the preparation and conduct of events, in the use of various methods and technologies.
The modern educational space requires special flexibility from the teacher in the preparation and conduct of pedagogical activities. The teacher needs regular professional development. The possibility of fulfilling the modern needs of the teacher is also possible with the help of distance technologies. When choosing such courses, you need to pay attention to the availability of a license, on the basis of which educational activities are carried out. Distance improvement courses allow you to choose the direction of interest to the teacher and study without interrupting the main educational activity.
An important aspect of a teacher's work is participation in various pedagogical projects, distance contests, quizzes, olympiads, which increases the level of self-esteem of both the teacher and the pupils. Face-to-face participation in such events is often impossible due to the remoteness of the region, financial costs and other reasons. And remote participation is available to everyone. It is necessary to pay attention to the reliability of the resource, the number of registered users.
Undoubtedly, it is important to use ICT technologies for maintaining documentation and for more effective methodological work and for improving the qualifications of a teacher, but the main thing in the work of a preschool teacher is to conduct an educational process.
3.Educational - educational process.
The educational process includes:
- organization of direct educational activities of the pupil,
- organization of joint developmental activities of the teacher and children,
- implementation of projects,
- creation of a developing environment (games, manuals, didactic materials).
In preschool children, visual - figurative thinking prevails. The main principle in organizing the activities of children of this age is the principle of visibility. The use of a variety of illustrative material, both static and dynamic, allows preschool teachers to quickly achieve their intended goal during direct educational activities and joint activities with children. The use of Internet resources makes the educational process information-rich, entertaining and comfortable.

ICT classes

1. Lesson with multimedia support.
In such a lesson, only one computer is used as an "electronic board". At the stage of preparation, electronic and information resources are analyzed, the necessary material for the lesson is selected. Sometimes it is very difficult to find the necessary materials to explain the topic of the lesson, so presentation materials are created using PowerPoint or other multimedia programs.
To conduct such classes, you need one personal computer (laptop), a multimedia projector, speakers, and a screen.
The use of multimedia presentations allows you to make the lesson emotionally colored, interesting, are an excellent visual aid and demonstration material, which contributes to the good effectiveness of the lesson.
With the help of multimedia presentations, complexes of visual gymnastics, exercises for relieving visual fatigue are learned with children.
Multimedia presentations allow you to present educational and developmental material as a system of vivid reference images filled with comprehensive structured information in an algorithmic order. In this case, various channels of perception are involved, which makes it possible to lay information not only in factual, but also associative form in the memory of children.
The purpose of this presentation of developmental and educational information is the formation of a system of mental images in children. The presentation of the material in the form of a multimedia presentation reduces the learning time and frees up the resources of children's health.
The use of multimedia presentations in the classroom allows you to build an educational and educational process based on psychologically correct modes of functioning of attention, memory, thought activity, humanization of the teaching content and pedagogical interactions, reconstruction of the learning and development process from the standpoint of integrity.
The basis of any modern presentation is facilitating the process of visual perception and memorization of information with the help of vivid images. The form and place of use of the presentation in the lesson depend on the content of this lesson and the goal set by the teacher.
The use of computerized slide presentations in the process of teaching children has the following advantages:
- Implementation of polysensory perception of the material;
- Possibility of demonstration of various objects using a multimedia projector and a projection screen in a multiply enlarged form;
- Combining audio, video and animation effects into a single presentation helps to compensate for the amount of information children receive from educational literature;
- Possibility of demonstration of objects more accessible for perception by the intact sensory system;
- Activation of visual functions, eye abilities of the child;
- Computer presentation slide - films are conveniently used to display information in the form of printouts in large print on a printer as a handout for classes with preschoolers.
The use of multimedia presentations allows to make classes emotionally colored, attract a keen interest in the child, are an excellent visual aid and demonstration material, which contributes to the good performance of the lesson. For example, the use of presentations in the classroom in mathematics, music, familiarization with the world around them ensures the activity of children when examining, examining and visually highlighting the signs and properties of objects, forms the ways of visual perception, examination, highlighting qualitative, quantitative and spatio-temporal signs in the objective world. and properties, visual attention and visual memory develop.
2. Computer-assisted lesson
Most often, such classes are conducted using game training programs.
In such a lesson, several computers are used, at which several pupils work at the same time. The use of an electronic textbook (and an educational game for children is an electronic textbook) is a programmed learning method, the founder of which is Skinner. Working with an electronic textbook, the child independently studies the material, performs the necessary tasks and then undergoes a competency test on this topic.
The capabilities of the computer make it possible to increase the amount of material offered for acquaintance. A bright glowing screen attracts attention, makes it possible to switch children's audio perception to visual, animated characters arouse interest, as a result, tension is relieved. But today, unfortunately, there is not enough good computer programs that are designed for children of this age.
Experts identify a number of requirements that must be met by developmental programs for children:
- research character,
- ease for self-study of the child,
- developing a wide range of skills and beliefs,
- high technical level,
- age appropriateness,
- entertaining.
Types of educational programs for preschool children
1. Games for the development of memory, imagination, thinking, etc.
2. "Speaking" dictionaries of foreign languages with good animation.
3. ART-studios, the simplest graphic editors with picture libraries.
4. Games-travel, "adventure games".
5. The simplest programs for teaching reading, mathematics, etc.
The use of such programs allows not only to enrich knowledge, to use a computer for a more complete acquaintance with objects and phenomena that are beyond the child's own experience, but also to increase the child's creativity; the ability to operate with symbols on the monitor screen helps to optimize the transition from visual-figurative to abstract thinking; the use of creative and director's games creates additional motivation in the formation of educational activities; individual work with a computer increases the number of situations that a child can solve independently.
When organizing classes of this type, it is necessary to have a stationary or mobile computer class that meets SANPiN standards, licensed software.
Today many kindergartens are equipped with computer labs. But still missing:
- Methodology for using ICT in the educational process of preschool educational institutions;
- Systematization of computer development programs;
- Unified software and methodological requirements for computer studies.
Today this is the only type of activity not regulated by a special educational program. Teachers have to independently study the approach and implement it in their activities.
The use of ICT does not provide for teaching children the basics of computer science and computer technology.
An important rule when organizing such classes is the frequency of their conduct. Classes should be held 1-2 times a week, depending on the age of the children, for 10-15 minutes of direct PC activity.
3.Diagnostic lesson.
To conduct such classes, special programs are required, which are few or nonexistent for some general education programs. But the development of such computer programs is a matter of time. With the help of application tools, you can develop test items and use them for diagnostics. In the process of conducting traditional diagnostic lessons, the teacher needs to fix the level of solution of the problem by each child according to certain indicators. The use of special computer programs will not only facilitate the work of the teacher and reduce the time spent (use several computers at the same time), but will also save the results of diagnostics, examining them in dynamics.
Thus, unlike conventional technical teaching aids, information and communication technologies make it possible not only to saturate a child with a large number of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and, which is very important in early childhood, the ability to independently acquire new knowledge.
The use of computers in educational and extracurricular activities looks very natural from the point of view of the child and is one of the most effective ways to increase motivation and individualization of learning to develop creative abilities and create a prosperous emotional background. Modern research in the field of preschool pedagogy K.N. Motorina, S.P. Pervina, M.A. Kholodnoy, S.A. Shapkina et al. Testify to the possibility of mastering a computer by children aged 3-6 years. As you know, this period coincides with the moment of intensive development of the child's thinking, preparing the transition from visual-figurative to abstract-logical thinking.
The introduction of information technology has advantages before traditional teaching aids:
1. ICT makes it possible to expand the use of e-learning tools, as they transmit information faster;
2. Movement, sound, animation attracts the attention of children for a long time and helps to increase their interest in the studied material. High dynamics of the lesson contributes to the effective assimilation of the material, the development of memory, imagination, creativity of children;
3. Provides visualization, which contributes to the perception and better memorization of the material, which is very important, given the visual-figurative thinking of preschool children. This includes three types of memory: visual, auditory, motor;
4. Slideshows and video clips allow you to show those moments from the surrounding world, the observation of which is difficult: for example, the growth of a flower, the rotation of planets around the Sun, the movement of waves, here it is raining;
5. It is also possible to simulate such life situations that cannot or are difficult to show and see in everyday life (for example, reproduction of the sounds of nature; the work of transport, etc.);
6. The use of information technology encourages children to search for research activities, including searching the Internet on their own or together with their parents;
7. ICT is an additional opportunity to work with children with disabilities.
With all the invariable advantages of using ICT in preschool education, there are the following Problems:
1. The material base of the preschool educational institution.
As noted above, to organize classes, you must have a minimum set of equipment: a PC, a projector, speakers, a screen or a mobile classroom. Not all kindergartens today can afford to create such classes.
2. Child health protection.
Recognizing that the computer is a powerful new tool for the development of children, it is necessary to remember the commandment “DO NOT HARM!”. The use of ICT in preschool institutions requires careful organization of both the classes themselves and the entire regime as a whole in accordance with the age of the children and the requirements of the Sanitary Rules.
When computers and interactive equipment operate, specific conditions are created in the room: humidity decreases, air temperature rises, the amount of heavy ions increases, and electrostatic voltage increases in the area of children's hands. The intensity of the electrostatic field increases when finishing the cabinet with polymer materials. The floor must be antistatic and the use of carpets and rugs is not permitted.
To maintain an optimal microclimate, prevent the accumulation of static electricity and deterioration of the chemical and ionic composition of the air, it is necessary: airing the office before and after classes, wet cleaning before and after classes. Classes with older preschoolers are held once a week in subgroups. In his work, the teacher must necessarily use complexes of exercises for the eyes.
3. Insufficient ICT - teacher competence.
The teacher must not only perfectly know the content of all computer programs, their operational characteristics, the user interface of each program (the specifics of the technical rules of action with each of them), but also understand the technical characteristics of the equipment, be able to work in basic application programs, multimedia programs and networks Internet.
If the collective of the preschool educational institution manages to solve these problems, then ICT technologies will become a great helper.
The use of information technology will help the teacher increase the motivation for teaching children and will lead to a number of positive consequences:
- enrichment of children with knowledge in their figurative and conceptual integrity and emotional coloring;
- facilitating the process of assimilation of the material by preschoolers;
- excitement of a keen interest in the subject of knowledge;
- broadening the general outlook of children;
- an increase in the level of use of visibility in the lesson;
- increasing the productivity of the teacher.
There is no doubt that in modern education the computer does not solve all problems; it remains only a multifunctional technical means of teaching. No less important are modern pedagogical technologies and innovations in the learning process, which make it possible not only to “invest” in each child a certain stock of knowledge, but, first of all, to create conditions for the manifestation of his cognitive activity. Information technologies, in combination with correctly selected (or designed) teaching technologies, create the necessary level of quality, variability, differentiation and individualization of teaching and upbringing.
So, the use of information technology will make the process of learning and development of children quite simple and effective, free from routine manual work, and will open up new opportunities for early education.
The informatization of education opens up new opportunities for teachers for widespread introduction into pedagogical practice of new methodological developments aimed at intensifying and implementing innovative ideas of upbringing, educational and correctional processes. Recently, information and communication technologies (ICT) are a good assistant to teachers in organizing educational and correctional work.
Unlike conventional technical teaching aids, information and communication technologies allow not only to saturate the child with a large number of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and, which is very important in preschool childhood, the ability to independently acquire new knowledge.
The use of information technologies in education makes it possible to significantly enrich, qualitatively update the educational process in preschool educational institutions and increase its effectiveness.