Modern children communicate a lot with television, video and computers. If the previous generation was the generation of books, then the current generation is the generation of new technologies.
The informatization of society has significantly changed the practice of everyday life. And we, preschool teachers, must keep up with the times. Computerization of school education in our country has a history of almost twenty years, gradually using computer technology(ICT) is also included in the preschool education system, and the use of computers in kindergartens begins.
Information technology is not only and not so much computers and their software, this is the integrated use of a computer, the Internet, TV, video, DVD, CD, multimedia, that is, everything that can provide ample opportunities for communication.
What are the main directions of development of ICT in preschool education? In our kindergarten directly educational activities we use presentations. This convenient and effective way of presenting information using computer programs combines dynamics, sound and image, that is, those factors that hold the child’s attention for the longest time. The simultaneous impact on the two most important organs of perception (hearing and vision) allows one to achieve a much greater effect than with the traditional offering of educational material.
To introduce children to modern technical means of transmitting and storing information, we use a computer in various gaming technologies. These are computer games: entertaining, educational, developmental, diagnostic, network games. When working with preschoolers, mainly developmental games are used, less often educational and diagnostic games. Using computer games In direct educational activities, children get acquainted with the computer and master working with it. The perception of the material occurs faster, since all the material is accompanied by fairy-tale characters. By solving the task, the child masters the computer itself. Computer classes are of great importance for the development of not only the child’s intelligence; by working with a mouse, the child develops hand coordination and fine motor skills. At the same time, psychophysical processes are formed - memory, attention, perception, imagination. In a playful way, children get acquainted with sounds, counting, and the world around them.
IN modern society The level of requirements placed on teachers is quite high. Now the winner is the teacher who can not only give basic knowledge child, but also to direct their actions towards independent acquisition of knowledge. To develop children’s sustainable cognitive interest in learning, the teacher has the task of making the lesson interesting, rich and entertaining, that is, the material must contain elements of the extraordinary, surprising, unexpected, which arouse interest in preschoolers in learning, contribute to the creation of a positive emotional environment, and also development of thinking abilities. After all, it is the reception of surprise that leads to the process of understanding.
Application computer equipment in his work he allows us to make each lesson unconventional, bright, rich.
Our kindergarten provides consultations for teachers on the use of ICT and training in creating presentations.
By mastering the skills of creating presentations, the teacher gradually enters the world of modern technology; perhaps in the future it will be possible to create a virtual kindergarten for parents whose children for some reason do not attend preschool institutions.
Today, the understanding of the role of computer technology in the teaching process has changed significantly. Initially, most teachers were convinced that the purpose of ICT was to be a handy material that could be used occasionally, but the current understanding of the role of ICT is that the computer was created in order to greatly facilitate human work and increase its productivity.
A teacher must not only be able to use a computer and modern multimedia equipment, but also create his own educational resources and widely use them in his teaching activities.
Yulia PAPANOVA, teacher of kindergarten No. 2443
achievements. The rise of networks is leading to new forms of collaborative pedagogy that take advantage of the interoperability of these networks (such as Web 2.0). We have to figure out how social media can improve teaching and learning, and use the most advanced technologies to create “enhanced and augmented pedagogy.” The main improvement made possible by ICT is the ability to personalize and individualize learning. We must create a personalized pedagogy based on the individual learning parameters of each student - a pedagogy management system!
The future is digital citizenship
In a digital society, the issue of digital citizenship is acute. Education must prepare citizens of such a society. There is a big risk of digital inequality – not in terms of technology or accessibility of digital devices, but mainly in terms of gaining access to knowledge and gaining digital competencies.
The issues raised by the digital society are mainly questions of pedagogy and politics. They are related to the goals of a digital society based on knowledge, with human communications - the most important aspect of relationships in a digital society.
Of course, the future will be completely different when teachers become digital natives. However, the pace of current change is so fast that we cannot predict what new concepts and patterns will emerge in our society, so the gap between new and previous generations will remain. Changing generations are the main characteristic of digital society.
It is necessary to constantly seek answers to the questions: what is our vision of the pedagogy of the digital society, what strategies do we need to realize the basic educational values?
Digital Natives – New Citizens of Digital Societies . Identify and analyze the most important changes, not just technological ones, taking place in the digital society. Analyze the competencies of representatives of the new generation: the competencies that they already have and that they need to acquire. Analyze and take into account what knowledge is available in the digital society, what knowledge is in demand for digital natives, and how this knowledge is developing.
Digital societies lead to information societies and knowledge societies. The humanitarian aspects of the knowledge society should be remembered and taken into account, and the humanitarian aspects of digital societies should be developed. To create teaching and learning strategies for digital natives, we must define not only digital characteristics, but also their social, economic and humanitarian content.
Digital natives are engaged in networks, collaboration and collective intelligence . Teaching and learning strategies must take these principles into account. Networks must be introduced into schools and schools must operate like networks.
Digital natives learn in new ways. Launch research projects on the ways in which digital natives acquire knowledge. What will they study? Why? How? Where? Alone or in a group? How can we set “individual learning parameters” for digital natives?
Digital natives need to be educated differently. Create and test new pedagogical models for digital natives, bridging the growing gap between technology and pedagogy. Involve schoolchildren themselves in the process of developing appropriate methods and pedagogical strategies.
Define policy considerations for digital natives. What political development is the knowledge society undergoing? How does this translate into digital native learning? What values should be developed in such a society?
5.2. ICT in preschool education
Preschool education and upbringing is a right recognized by the Convention on the Rights of the Child, according to which all children of preschool age have the right to care, development, education, protection and safety. As the first of the six goals of the Education for All (EFA) programme, development
And Improving early childhood care and education plays a key role in achieving other EFA goals (for example, general primary education), as well as in achieving the Millennium Development Goals.
IN In 2010, UNESCO IITE began implementing a project dedicated to the use of ICT in preschool education, the results of which are reflected in the review “ICT in Preschool Education: Existing Experience and Recommendations” (2011), as well as in the analytical note “ICT in the upbringing and education of preschool children "(2012).
IN different countries concepts early childhood and preschool education may involve different age groups of children, covering ages from 3 to 6-7 years, i.e. preschoolers.
IN The project involved pilot preschool education (preschool) institutions from Brazil, Hungary, Norway, Portugal, Russia, Slovakia, the Czech Republic and Chile. Based on the results of the project, “Possibilities of information and communication technologies in preschool education” were identified (publication in English, Russian and Slovak). The IITE study used three sources of information: information obtained from 17 CE centers located around the world; reviews of specialized literature on how ICT can influence learning processes in educational institutions and how they can be integrated into a wide range of educational methods; professional experience of the involved experts and data from research projects related to DL in the context of ICT. Despite their considerable differences, all 17 educational centers that took part in the analytical study have an important unifying feature: they are all among the innovative preschool institutions in their countries or regions, leading in the integration of ICT in the education of preschoolers. This targeted selection of CE centers was based on the recommendations of education authorities
And research centers of the respective countries. The sample of institutions presented provides a convincing picture of real innovative trends in the use of ICT in preschool education.
The analysis of the actual situation in these centers covered questions about the equipment they have, the teaching staff and the competence of teachers in the field of ICT, the priorities of the institutions, their activities and methods of work, strategies and pedagogical attitudes, conclusions regarding the path traveled and plans for further development.
Summarizing the results obtained during the implementation of the project, a general strategy for integrating ICT into preschool education has been formed, which consists of eight successive stages (steps). These recommendations may also be useful to heads of preschool institutions, as well as consultants to local education authorities.
Eight steps of a strategy for integrating new ICTs into preschool education
1. Develop your existing capabilities.
2. Define your role.
3. Formulate goals and objectives.
4. Create an ICT environment.
5. Promote staff professional development.
6. Integrate, observe, reflect.
7. Build partnerships and networks.
8. Plan further development.
Below is a description of the integration stages and recommendations for optimizing each step.
ICT in preschool and primary education
Develop your existing capabilities
Currently, we are witnessing unprecedented attention to the quality of preschool education as part of the education system. More and more children are exposed to computers before they enter school and even before they enter early childhood education institutions and experience both positive and negative impacts of ICT. Preschool education cannot ignore this phenomenon. In preschool education, we need to look for effective procedures and strategies in order to use ICT more realistically, effectively and practically to achieve the goals that we always set in education, when there are good reasons for involving ICT.
When you decide to start integrating ICT into games and learning for children in your early childhood education institution, you will be faced with a number of questions. In your search for answers, try to expand and deepen your understanding of the context and develop your existing capabilities:
Familiarize yourself with the state-created structure for the development of ICT and strategic documents relating to ICT at all stages of education, especially in preschool education. Many countries have recently developed (or are currently developing) a strategy for the use of ICT in preschool education or other conceptual documents.
Develop your own ICT skills. You will need this as you integrate them for several reasons. For example, you will have to draw up a plan for professional development of employees of your preschool institution and monitor its implementation. Also, keep in mind that developing ICT skills is a lifelong process.
Explore quality sources - academic literature on the use of ICT in early childhood education and sources that provide practical ideas on how to proceed. This is not easy because there are few such sources. Try to find new sources in your native language. Use them in your search for opportunities that ICT offers to early childhood education.
Look for examples of good and effective practices at home and abroad.
Look for new contacts. There may be other ECE organizations in your area that are starting and reflecting on the same process.
All these complex transformations will give you and your colleagues a lot of extra work, numerous questions and problems will arise, your work will be criticized, but at the same time, new ways of teaching children will open up before you, new knowledge about technologies that you will receive with the help of ICT. If you believe in early learning that puts the child's development at the forefront, if you want to understand the new opportunities presented by ICT and are determined to discover appropriate ways to use it in play and learning, you can confidently say that the transition process in your organization is already has begun.
Define your role
Perhaps you work in an educational institution that has already taken steps to integrate ICT into its activities. If you decide to make this process more effective and energetic, it is useful to pay closer attention to the analysis of your situation, to think about what place you personally occupy in this process.
In the process of ICT integration, the following aspects can be identified and studied:
Motivation and initialization. Who initiates the process and why? We can distinguish external (parents, local authorities or representatives of institutions of a higher level of education, researchers, etc.) and internal initiators (the impulse usually comes from the head of a preschool institution or from its leading teachers). We have presented examples of both types of motivation and their combination.
nia. It cannot be said that one type of motivation is better than another. However, it can be argued that without internal motivation, the chances of success are very low.
Goals set by people initiating the integration process. Are there any official documents related to the educational content you are going to follow? Are your goals clearly stated? Are your goals stated in more detail than in formal content and instructional planning documents? What would be impossible without new technologies (and a new pedagogical approach)?
What types of ICT do you use? Do you use only one or two technologies (eg, computer and digital camera, computer and educational programs, robot turtles)? Are you aware that ICTs are a wide range of resources and that they provide us with many different opportunities to gain new experiences necessary for the holistic development of children?
How do you use ICT tools to support learning and play?Do you use ICTs as additional and optional entertainment for children or do you integrate them into the process you have planned as a tool for achieving the goals you have set?
What kind of teachers do you have? How good are their ICT skills? What about you? How many of your teachers (and to what extent) are ready to learn and are motivated to learn, ready to discuss, discover and innovate? Are you able to create a learning community atmosphere in your ECE institution?
Who supports you? Who provides you financial support? Do your parents and educational authorities support you? Government policy in the field of ICT?
For what purposes (besides administrative) does your educational institution use ICT?
Do you use ICTs for and with preschoolers, to support preschoolers' learning, or to support older children? For planning development and activities, for analysis, for creating electronic portfolios, for communicating with their parents?
How do you analyze, evaluate and plan for the continuation of this process?How much attention do you spend thinking about your situation, the development of your students using ICT, and the social, intellectual, creative and emotional development of children? What tools (internal and external) do you use?
The questions listed above will allow you to think about various aspects of the use of ICT in educational institutions. These questions can be used as a kind of methodology to improve the understanding of the current situation in the process of ICT integration.
Formulate goals and objectives
The process of integrating ICT into education should have a clear focus, and specialists should have a relatively clear understanding of the reasons that motivate the institution’s staff to get involved in this process. This transition is a gigantic investment of effort and resources, a huge burden of personal participation (both the leader and his subordinates). Obviously, in such a situation, goals, strategies and vision play an important role. However, you should not expect that you will be able to find the only and best strategy. There are numerous plans and effective courses of action. It is necessary to choose a strategy that corresponds to the traditions and capabilities of a particular educational institution. Try to study and analyze the successes achieved with the strategies you like and the failures:
State your goals and strategies simply and keep them simple because you will have to explain them to others with different levels of ICT knowledge and gain their attention and support.
Ensure flexibility in your goals and strategies. The more you learn and understand ICT, the more you will understand the opportunities that technology can offer for educational purposes, and the better you will be able to formulate goals and means to achieve them.
When setting goals, consider what aspects of learning, play and development you consider particularly important for ECE and how to support children's development in these areas using ICT.
It is also important to figure out what and why your goals are not included. Training in computer use skills
ICT in preschool and primary education
computer and other ICT tools would be the wrong task. Of course, children will acquire and develop such skills and knowledge, but in the course of achieving other goals. For preschool children, it is enough to master ICT through use in other activities. The study of ICT itself is included in school education.
Of course, providing children with access to ICTs as a reward for successful completion of other tasks or good behavior cannot be the goal of your strategy. On the contrary, one should look for strategies that, firstly, it will allow the use of ICT in various types daily activities and solve problems in a more effective, adequate and motivated way, and secondly, to clarify new, previously impossible goals, which will create new opportunities to support children who need self-expression, communication and cooperation in solving problems.
Create an ICT environment
Familiarize yourself with the rules governing all aspects of the use of ICT in an educational institution and comply with them.
Regardless of whether such rules exist or not, and no matter how complex or brief they are, remember: the safety of children, from all the points of view discussed in previous chapters, is the highest priority.
Depending on your initial goals, select and purchase appropriate ICT tools. Don't use old equipment that someone wants to give you (or be careful with it). Be aware of the potential for health hazards from ICTs, especially older monitors with cathode ray tubes.
Create a selection ICT space. If you are not limited by any rules, choose a classroom (or all classrooms) as the location for this space and install ICT devices there or create a computer corner. Remember the priorities: (a) safety; (b) functionality and practicality (these principles will make it easier for you to integrate equipment into various activities); (c) manageability (be modest, you don't need much to get started); (d) location (it is necessary to easily observe all students and what is happening in the computer corner); (e) flexibility (your needs will evolve and the space should allow for further changes).
If possible, connect the ICT corner to the Internet.
If possible, add new age-appropriate furniture to the computer lab or ICT corner. All wires, connectors and sockets must be completely hidden from children and inaccessible to them. An alternative is to choose a simple and temporary solution and then, after a few weeks or months of monitoring the functionality of the space, finally arrange the furniture. Be content good decision, do not look for the absolutely optimal.
Pay special attention to proper lighting, which should be easily adjustable.
In addition to all the technical requirements for ICT and their use, the corner must meet all the requirements for premises for preschool children.
If you are installing interactive whiteboards, pay special attention to the height of their placement, which should allow children to work with the boards independently. Think carefully about the placement of the projector and the direction of its beam.
Establish rules of use for colleagues, but especially for children (the same as you may have introduced for other corners, other equipment or certain situations). Make these rules clear, visible and understandable not only to children, but also to their parents.
Promote staff professional development
Don't expect what you and yours fellow teachers will master ICT in a few days at advanced training courses. Keep in mind: ICT proficiency is a continuous process of personal development throughout life.
increase. If necessary, think of effective ways to increase their motivation.
Develop a personal strategy for planning, monitoring and evaluating the long-term development of your employees.
Try to create and maintain a learning community atmosphere in your ECE institution where people value knowledge, learn from each other every day, and support each other.
If your organization is involved in any more major project, this can significantly help the cause: within the framework of such projects, advanced training programs for all teachers are distributed.
As outlined in the New Zealand Council for Educational Research (2004), successful approaches to effective teacher development in ICT have the following features that you should consider when choosing ICT training programs for your educators. As a rule, such advanced training courses:
involve teachers in setting goals, planning advanced training and professional retraining;
take place in the working classes;
involve collaboration in small groups;
rely on teachers’ existing knowledge and experience;
based on a specific project within which teachers plan to carry out their activities;
linked to pedagogical theory;
provide time and opportunity to experiment and reflect on new experiences;
provide training in ICT skills based on real needs.
IN The structure of advanced training programs in the field of ICT for preschool education can distinguish different areas and levels of planned results:
mastery programsbasic skills work on a computer using basic tools for communication, writing messages, browsing the Internet, etc.;
programs aimed at masteringadvanced skills use of ICT, including various tools of self-expression and communication;
programs higher level, as a rule, combining modules for mastering various ICTs of choice with the study of new pedagogical approaches;
programs exchange of innovative experience, intended for leaders working in preschool education, and providing internships in the most advanced preschool institutions.
For teachers, consulting with each other, discussing and sharing teaching techniques, observing colleagues' work with children, promoting collegiality and support, and promoting quality teaching is a strategy for professional development.
IN In connection with this, the acquisition of basic and advanced skills involves such forms of training as:
one-time modules conducted outside a preschool institution, over several hours, one day or several working days;
regular courses conducted over a certain period once a week or once a month;
regular internal courses organized at your preschool institution; selfeducation;
mutual training of colleagues within the framework of a preschool institution.
Advanced level skills (optional) and exchange of innovative experience are best developed through training events:
seminars and open classes organized by one educational institution to demonstrate certain activities, tools, techniques, etc. colleagues from other kindergartens;
video conferences, remote seminars, discussions on specific modules reflecting the specifics of the use of ICT in a preschool institution;
active involvement of teachers in various educational networks.
Integrate, Observe, Reflect
Start with the simplest methodological techniques and minimal ICT corner equipment (using
ICT in preschool and primary education
using a digital camera, graphics tablets for drawing pictures, or using programmable toys).
Once you have gained some experience and tested the functionality of your ICT corner, focus on your first attempts at integrating ICT into different types activities included in your curriculum. The level of integration will gradually increase, and you will use ICT to support the main goals of a particular activity more and more effectively:
Use a variety of scenarios and ways to organize the work of a group of children.
Try to describe the experience gained in using new ICTs and analyze the transition to new methods and pedagogical techniques to more successfully achieve your goals.
Develop your teaching skills, as well as ways to document your group work - for children and their parents, but also for the purpose of deeper analysis and evaluation of the results obtained. As with all activities, do this in collaboration with colleagues.
Integrate more and more ICT tools and tools, expand the arsenal of possibilities, scenarios and forms of work.
Use ICT when working with children both indoors and outdoors.
Develop skills in integrating ICT into the activities of the whole group (divided into teams).
Learn to watch children develop their abilities in using ICT. Watch how they manage to use ICT in their development in all its forms.
Reflect on achievements and improvement, observe the development of the group as a whole, teams and individual children. Improve your reflection practice.
Continually collect the best examples of your work, for example in the form of an electronic portfolio. Colleagues, parents and yourself will need these documents for in-depth analysis and planning for further development.
Continued research is needed to better understand the role, appropriate formats and benefits of integrating ICT into education in CE. Along with scientists working on theoretical issues of education, early childhood educators can make significant contributions through everyday observations and reflections on children's experiences, as well as through the formalized results of their own research.
Build partnerships and networks
When organizing your innovation process, don't be alone. Build communities of practice, a network of people united by the same goals, sentiments and problems (or join such communities). Form various partnerships and networking relationships. Within your preschool institution, on the basis of building, expanding and sharing knowledge, initiate and support collaboration between teachers in your organization. They must believe in the transformation, identify with it and support it. This usually means that teachers will have to work harder, and while transformation creates challenges, it also generates motivation for their own development.
Try to develop (individually or as a group) clear visions for the future and development plans that generate new approaches to learning with ICT. Build cooperation with the parents of your students on the basis of joining forces, since any change is impossible until you achieve the approval and support of the parents. You need to explain to them the meaning of your ideas and goals. Find out what children are doing with ICT at home and try to use this information in preschool. Later, you will be able to influence parents' choices regarding "home ICT policy." Learn from your parents and teach them at the same time. Think about different forms of cooperation with parents.
Maintain communication and cooperation with other education specialists (based on the exchange of experience, accumulation and dissemination of knowledge), and other educational institutions. Learn from them and teach them at the same time. If possible, share your experience, all the teaching (learning) resources created by your teachers. Strengthen collaboration with local education authorities. Try to establish cooperative relationships with research institutions -
we who are actively involved in the use of ICT in preschool education. Such cooperation will give you interesting connections and scientific and methodological assistance, the opportunity to take part in projects, and find ICT on the advice of a specialist.
Collaborate with primary schools where children from your preschool institution will go. Such teamwork will be mutually beneficial.
Plan further development
As a leader of such an important transformation, you must look into the future, beyond today's problems, and design a common direction for development.
Pay close attention to how ICT integration changes the climate in groups, how relationships and communication patterns develop between you and your teachers, and how they collaborate with each other in new conditions. Constantly observe the process as a whole, reflect on all its aspects, evaluate them and plan next steps.
Study current trends in early childhood education, especially in the use of ICT. (a) Read specialized literature on this topic. (b) Be an active participant in communication with other educational institutions and innovative teachers. In many countries, it is currently believed that best practices in the use of ICT are concentrated not in universities or in centers for training teachers of CE, but in innovative institutions of CE. Thus, the most in a convenient way dissemination of this experience is the organization of open events, their attendance in other institutions of preschool education. (c) Describe your experience. If you want to get acquainted with the work of other preschool teachers, write about your own ideas and successes, share them, disseminate them.
In the course of using ICT, many educational institutions do not even know about the existence of a number of new ICT. Think about what types of ICT tools are used in your institution and what are not.
Ask yourself questions:
What will your children gain from the expansion of ICT?
What new forms of ICT integration could we adopt, what new forms of group management (scenarios) could we apply?
What are the biggest obstacles we need to overcome?
How can these obstacles be avoided or reduced?
Are our partnerships and networks developing well?
Is our work visible to everyone who is interested in it?
Is there sufficient space allocated for ICT in your institution, for example, ICT corners?
Is it possible to improve these spaces functionally?
Can you make them safer, more interesting, more relevant to your educational goals?
Can ICT be used to support innovation that Should it somehow be reflected in the preschool curriculum?
Models for integrating ICT into preschool education
The potential of ICT for young children can only be productively used if new technologies are integrated into early childhood education along with other daily activities, but do not replace them.
Educators and decision makers are interested in understanding the positive role of ICT in the care and education of preschool children. Unfortunately, only a small number of systematic studies have been conducted in this area. Key areas of early childhood education that ICT can help include:
communication and collaboration;
children's cognitive development;
ICT in preschool and primary education
development of children's creative abilities;
use in development role-playing games;
formation of attitudes and development of learning skills.
For ICTs to make a positive contribution to early childhood education, they must be used in accordance with their inherent most effective methods training. This application should support their creativity and self-confidence (Hayes and Whitebread, 2006).
Although there is still a lack of experience and significant discoveries in this area, we can already conclude that using the potential of ICT in the comprehensive development of children requires the full integration of new technologies into everyday play and learning activities. Don't just add them to existing equipment as new toys and aids.
In leading innovation centers of FE, computers and other ICTs are part of the educational process along with many other activities. New digital technologies should not be seen as replacing traditional practices. In any case, the use of ICT should not occur at the expense of any outdoor or indoor activities. Physical exercises and outdoor games (running, climbing, jumping), use
wheeled toys, construction toys promote gross motor development (Siraj-Blatchford and Whitebread, 2006).
Designing the introduction of ICT in preschool education can be considered from several models.
"Macro Perspective". This model is focused on ICT policy for CE in various types of educational standards. Of course, often public policy develops only after some individual and exclusively innovative ECE centers demonstrate some experience and thus draw attention to new opportunities that are used for widespread dissemination.
Development Center model. This model works at the regional or district level. For example, an innovative initiative of several educational institutions in one community or in a specific area managed by the relevant educational administration or educational institution. The advantage is that all the institutions involved are closely connected (in a geographical or partnership sense) and usually have similar conditions and interact to learn together and stimulate each other.
"Micro Perspective". In preschool education, this is the most important level of all, where the entire integration process takes place. At this level it accumulates
much of the practical know-how is in the use of ICT, and five key aspects of development can be identified.
The Micro Perspective model includes the required components described below. Participants. While children, teachers, heads of pre-school and primary school institutions, education
As bodies are obvious participants in this process, it is imperative to organize close cooperation with parents, as well as to involve them in the transformation process. Later we will look at another vital aspect concerning teachers, namely their accompanying professional development.
Incentives. This aspect was discussed in detail in the previous section: we understand the importance of early childhood education and recognize the enormous potential of ICT in achieving goals that meet the expectations and requirements of the 21st century.
Diversity of ICT. It would be a mistake to interpret the concept of ICT in education as computerization or training in computer use. On the contrary, we must highlight the fact that ICTs include the widest range of digital tools, work environments and procedures that could be used to comprehensively support all areas related to child development. When planning ICT equipment, this overarching goal should be taken into account and the so-called development compliance our choice (see next section).
ICT space. An important problem is the organization of space with ICT not only directly indoors, in a specially designated place, but to use mobile tools (cameras, tablet PCs, etc.) in the fresh air.
Managing the ICT learning environment. It is necessary to develop, implement and evaluate the productive management of ICT activities in the children's group, to integrate ICT into work plans for individual small groups of children, large groups and entire classes. Classroom management also involves safety concerns.
There are already websites of preschool institutions that present the experience, knowledge and practices that teachers share with local specialists and international communities. They usually clearly outline their learning process and development strategy, ICT strategy, including security concerns; sometimes they offer expertise or cooperation, various resources, techniques, etc.
As an example, we can visit the website of Homerton Children's Center in the UK (www.homerton.cambs.sch.uk). The experience gained on this website can be extremely useful for those currently formulating their government ICT strategies in early childhood education or articulating the role of ICT in early childhood learning and play activities ( www.ictearlyyears.e2bn. org/gallery.html).
Issues of implementing models for integrating ICT into preschool education
Safety. While many educators point to the diverse and effective ways in which ICT can be integrated into early childhood play and learning, many early childhood education professionals express safety concerns. And despite the fact that in most cases there is no reason for concern, many authors and experts agree with the need for preschool teachers to be aware of the debates surrounding the use of ICT
V teaching young children, and awareness of the need to take care of health and development. According to (Byron, 2008), (New Zealand Council of Educational Research, 2004)
and (Steven and Plowman, 2003) most security issues can be classified into groups:
negative physical impact,
the degree of support for the learning process, as well as the cognitive, social and emotional development of children,
exposure to harmful content,
ICT crowding out important gaming and learning activities.
We must take these issues into account. However, most of the authors who warn us about all the risks and dangers are often referring to the solitary playing of computer games and may not have a factual understanding of current trends in many innovative CE institutions. As stated by Adams and Brindley (Hayes and Whitebread, 2006), the child's passive pattern in front of a monitor persists until he is included in interaction with some form
ICT in children's play activities
IN Under the conditions of modern development of society and production, it is impossible to imagine a world without information resources that are no less significant than material, energy and labor resources. Modern information space requires computer skills not only primary school, but also in preschool childhood. For today information Technology significantly expand the capabilities of parents, teachers and specialists in the field of early learning. Possibility of use modern computer allow the development of the child’s abilities to be most fully and successfully realized.
Unlike usual technical means In teaching, information and communication technologies make it possible not only to saturate the child with a large amount of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and what is very important in early childhood - the ability to independently acquire new knowledge.
The ability of a computer to reproduce information simultaneously in the form of text, graphic image, sound, speech, video, remembering and processing data at enormous speed allows specialists to create new means of activity for children that are fundamentally different from all existing games and toys
Compared to traditional forms of training and development of preschoolers, the computer has a number of advantages:
presenting information on a computer screen in a playful way arouses great interest in children;
Contains a figurative type of information that is understandable to preschoolers;
Movement, sound, animation attracts the child’s attention for a long time;
Problematic tasks, encouraging the child to solve them the right decision the computer itself stimulates children’s cognitive activity;
Provides the opportunity to individualize training;
The child himself regulates the pace and number of game learning tasks to be solved;
In the process of his activities at the computer, the preschooler gains self-confidence in the fact that he can do a lot;
Allows you to simulate life situations that cannot be seen in everyday life (rocket flight, flood, unexpected and unusual effects);
The computer is very “patient”; it never scolds the child for mistakes, but waits for him to correct them himself.
Collective participation in the game helps to avoid this addiction. It helps to organize the use of an interactive board, which helps the child to see himself as if from the outside, to observe the actions of his play partners
Working with an interactive board allows you to use didactic games and exercises, communicative games, problem situations, and creative tasks in a new way in educational activities. The use of ID in joint and independent activities of the child is one of effective ways motivation and individualization of learning, development of creative abilities and creation of a favorable emotional background.
On the topic: methodological developments, presentations and notes
Joint activities to develop play activities of young children. "Visiting grandmother".
Goals and objectives: ¢Expand awareness of the environment; recognize animals and birds living near people (cat, dog, rooster)¢Continue to introduce children to folklore works, about...
Artistic creativity and modeling of an object-based play environment in children's theatrical and play activities
The organization of the pedagogical process requires such forms and methods of work that make it possible to involve all preschoolers in active activities. One of the ways to help solve this complex problem...
ANALYTICAL REPORT based on the results of the thematic audit “The state of development of children’s play activities through the use of innovative gaming technologies”
Purpose: To find out the state of work on gaming activities using innovative gaming technologies in MBDOU kindergarten No. 5 “Iskorka”...
Consultation for educators "Object-based play environment as a condition for the development of independent play activities of children in a preschool institution."
One of pedagogical means Toys that stimulate children's independent play are toys. Toys are especially important at the stages of early and junior preschool age, where object-based games...
November 11, 2016 teacher Barkhatova O.I. conducted a joint gaming activity with the children of the senior group on the topic “Computer, computer, computer is cool”, similar to the game “What? Where? When?".
This game was developed in an interactive format, children were active participants in the game, the children's opposing team was also presented in an interactive format. The Fixies team appeared on the screen and asked their questions. The participation of the teacher was kept to a minimum, since the voice of a “virtual presenter” was recorded, who voiced all the information and questions for the children.
This form of joint activity with children contributes to the development of independent cognitive interest in children, contributes to the formation of personal qualities: initiative, the ability to make decisions independently, the ability to work in a team, involves improving the professional competencies of a preschool teacher in using modern ICT technologies in working with children, promotes changing the position of the educator from a carrier of knowledge and information to an organizer of activities, a consultant in solving the task.
This interactive game is the author’s development of teacher O.I. Barkhatova, the game was presented in December 2016. at the V Republican competition of pedagogical skills on the use of ICT technologies in the educational process.
The computer can enter a child's life through play. Game is one of the forms of practical thinking. In the game, the child operates with his knowledge, experience, impressions, displayed in the social form of game methods of action, game signs that acquire meaning in the semantic field of games. The child discovers the ability to endow a neutral (up to a certain level) object with play value in the semantic field of the game. It is this ability that is the most important psychological basis for introducing a preschooler into a game - a computer as a gaming tool. During the play activities of a preschooler, using computer tools, he develops: theoretical thinking, developed imagination, the ability to predict the outcome of an action, design thinking qualities, etc., which lead to a sharp increase in children’s creative abilities. Compared to traditional forms of teaching preschoolers, the computer has a number of advantages:
presenting information on a computer screen in a playful way arouses great interest in children;
carries a figurative type of information that is understandable to preschoolers;
movements, sound, animation attract the child’s attention for a long time;
problematic tasks, encouraging the child to solve them correctly with the computer itself are a stimulus for the cognitive activity of children;
provides the opportunity to individualize training;
the child himself regulates the pace and number of game learning tasks to be solved;
in the process of his activities at the computer, the preschooler gains self-confidence in the fact that he can do a lot;
allows you to simulate such life situations that cannot be seen in everyday life (rocket flight, flood, unexpected and unusual effects);
the computer is very “patient”, never scolds the child for mistakes, but waits for him to correct them himself.
The computer, being the most modern instrument for information processing, served and serves as a powerful technical teaching tool and plays the role of an indispensable assistant in the education and general mental development of preschool children. The computer is as attractive to children as any new toy, which is exactly how they look at him in most cases. Communication between preschool children and computers begins with computer games, carefully selected taking into account age and educational focus. The use of computers in educational and extracurricular activities looks very natural from a child’s point of view and is one of the effective ways to increase motivation and individualize learning, develop creative abilities and create a favorable emotional background. Modern research in the field of preschool pedagogy K.N. Motorina, M.A. Kholodnoy, S.A. Shapkina and others testify to the possibility of children aged 3-6 years mastering a computer. As is known, this period coincides with the moment of intensive development of the child’s thinking, preparing the transition from visual-figurative to abstract-logical thinking. At this stage, the computer acts as a special intellectual tool for solving problems of various types of activities. And the higher the intellectual level of activity, the more fully all aspects of the personality are enriched in it. As you know, play is one of the forms of practical thinking. In the game, the child operates with his knowledge, experience, impressions, displayed in the social form of game methods of action, game signs that acquire meaning in the semantic field of the game. Research by S.L. Novoselova indicates that the child discovers the ability to endow a neutral object with a play value in the semantic field of the game. It is this ability that is the psychological basis for introducing a computer into play for a preschooler as a gaming tool. The image that appears on the display can be endowed by the child with playful meaning in a situation where he himself constructs the plot of the game, using figurative and functionality computer program. The ability of children to replace a real object in a game with a game object with the transfer of real meaning to it, a real action with a game action that replaces it, underlies the ability to meaningfully operate with symbols on a computer screen. From this it follows that computer games should be inextricably linked with ordinary games. One of the most important lines of mental development of a preschool child consists of a consistent transition from more elementary forms of thinking to more complex ones. Scientific research on the use of educational and educational computer games, organized and conducted by specialists from the Association “Computer and Childhood” in collaboration with scientists from many institutes since 1986, and studies conducted in France, have shown that thanks to the multimedia method of presenting information, the following results are achieved:
children more easily grasp the concepts of shape, color and size;
the concepts of number and set are comprehended more deeply;
the ability to navigate on a plane and in space appears faster
trains the efficiency of attention and memory;
master reading and writing earlier;
vocabulary is actively replenished;
fine motor skills develop, the finest coordination of eye movements is formed.
the time of both simple reaction and choice reaction decreases;
dedication and concentration are fostered;
imagination and creativity develops;
elements of visual-figurative and theoretical thinking develop.
By playing computer games, a child learns to plan, build the logic of elements of specific events and ideas, and develops the ability to predict the outcome of actions. He begins to think before he acts. Objectively, all this means the beginning of mastering the basics of theoretical thinking, which is an important point in preparing children for school. One of the most important characteristics of computer games is the educational function. Computer games are structured in such a way that a child can get a non-single concept or a specific learning situation, but will receive a generalized idea of all similar objects or situations. Thus, he develops such important thinking operations as generalization and classification of objects according to characteristics. Computer games increase the self-esteem of preschoolers. I would like to note that children’s achievements do not go unnoticed by themselves and those around them. Children feel greater self-confidence and master visual and effective thinking operations. The use of computer games develops a child’s ability to find the largest number of fundamentally different solutions to a problem. The formation of elementary mathematical concepts occurs on the basis of the construction and use of visual models by children. Teachers have selected many computer programs designed to develop elementary mathematical concepts in children aged 4-7 years. Programs for teaching counting and designating sets with numbers, consolidating knowledge about the size of objects, their shape, getting acquainted with geometric shapes (flat: circle, square, rectangle, triangle, etc.). Orientation in space (near, far, right, left) and time (day, day, month, year). Computer mathematics programs help children consolidate the idea that number does not depend either on the objective content of the set or on the spatial arrangement of its elements. In the computer programs of this series, children practice forward and backward ordinal counting, learn to solve addition and subtraction problems, and determine the composition of a number (within 10). They carefully look at the pictures on the screen depicting different figures, and look for them in the surrounding objects with interest. With successful counting, problem solving, making the right choice Pictures are completed on the screen, objects are moved, the game situation changes, and the child is offered new, more difficult tasks. Thanks to these programs, classes become relaxed and create a desire to succeed. Computer mathematical games, helping to consolidate and clarify specific mathematical content, contribute to the improvement of visual-effective thinking, transferring it into a visual-figurative plan, form elementary forms of logical thinking, teach to analyze, compare, generalize objects, require the ability to concentrate on a learning task, remember conditions , do them correctly. Computer math games do not impose a pace of play on children; they take into account children’s answers when creating new tasks, thereby providing an individual approach to learning. There are unreasonably few computer mathematical programs for children of senior preschool age with role-playing methods of solution. Meanwhile, it is precisely such programs that will help attract children’s attention to the inner world of others, encourage them to put themselves in their place, and help them overcome obstacles. “All computer programs for preschoolers should have a positive moral orientation; they should not contain aggressiveness, cruelty, or violence.” Programs with elements of novelty, surprise, and unusualness are of particular interest. Computer mathematical programs and didactic tasks developed by teachers for children of senior preschool age are based on the principle of self-control. The plot of the program itself tells the children whether they made the right or wrong decision. In preschool age, methods of external encouragement are widely used: when game problems are solved correctly, the child hears cheerful music, or sees a sad face if the problem is solved incorrectly. Children wait for the assessment and react emotionally to its character. They have a strong emotional positive attitude towards classes and the computer. The use of interactive equipment when teaching older preschoolers mathematics, music, and fine arts helps to consolidate and clarify specific mathematical content, helps improve visual-effective thinking, transfers it into a visual-figurative plan, forms elementary forms of logical thinking, and develops a sense of color. The use of information technology helps teachers increase children's learning motivation and leads to a number of positive consequences:
enriches students with knowledge in its figurative-conceptual integrity and emotional coloring;
psychologically facilitates the process of mastering the material by schoolchildren;
arouses keen interest in the subject of knowledge;
expands the general horizons of children;
the level of use of visuals in the lesson increases;
the productivity of teachers and students in the classroom increases.
It is undeniable that in modern education the computer does not solve all problems; it remains just a multifunctional technical teaching tool. No less important are modern pedagogical technologies and innovations in the learning process, which make it possible not only to “invest” a certain amount of knowledge into each student, but, first of all, to create conditions for the manifestation of students’ cognitive activity. Information technologies, in combination with properly selected (or designed) teaching technologies, create the necessary level of quality, variability, differentiation and individualization of training and education. So, the use of information technology will make the process of learning and development of children quite simple and effective, free them from routine manual work, and open up new opportunities for early education. Unlike conventional technical means of education, information and communication technologies make it possible not only to saturate the child with a large amount of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and what is very important in preschool childhood - the ability to independently acquire new knowledge. The use of information technologies in education makes it possible to significantly enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.
Bibliography
1. Directory of the head of a preschool institution. – M, Sphere, 2006
2. Management of innovation processes in preschool educational institutions. – M., Sfera, 2008
3. Kalinina T.V. DOW management. "New information technologies in preschool childhood." M, Sphere, 2008
4. Motorin V. "Educational possibilities of computer games." Preschool education
