ICT in kindergarten work. Methodical development "Using ICT in preschool educational institutions". Improving the ICT competence of a teacher

USE OF ICT IN KINDERGARTEN CLASSES

Can be successfully used in kindergarten ICT in the educational process.

ICT in a preschool educational institution can be classified as:

1. ICT, with the help of which pedagogical tasks are solved (electronic textbooks, electronic systems for training and knowledge control)

2.Electronic systems for practical application knowledge (virtual constructor, programs, for modeling, simulator)

3. Interactive means (telecommunication conference, e-mail)

4.Search tools and programs (catalogues, search engines)

5. Electronic means containing textual information (electronic textbook)

6. Visual media (digital photo, etc.)

Unlike conventional technical teaching aids, information and communication technologies allow not only to saturate the child with a large amount of ready-made, strictly selected, properly organized knowledge, but also to develop intellectual, creative abilities, and, which is very important in early childhood, the ability to independently acquire new knowledge.

All over the world, the use of information and computer technologies in various fields of activity has become part of the culture and a necessary norm. Possession of information and computer technologies helps the teacher feel comfortable in the new socio-economic conditions, and the educational institution - to switch to the mode of functioning and development as an open educational system.

In working with children, we use information and computer technologies quite actively in the course of classes and other activities. Application computer technology allows you to make the lesson attractive and truly modern, expands the possibilities of presenting educational information, allows you to increase the motivation of the child. The use of multimedia technologies (color, graphics, sound, modern video equipment) allows you to simulate various situations and plots. The game components included in the multimedia programs activate the cognitive activity of preschoolers and enhance the assimilation of the material. We believe that the use of a computer in a preschool educational institution is possible and necessary, it contributes to an increase in interest in learning, its effectiveness, and also develops the child comprehensively.

Multimedia is a means or tool of knowledge in various classes. Multimedia contributes to the development of motivation, communication skills, the acquisition of skills, the accumulation of factual knowledge, and also contributes to the development of information literacy.

Multimedia such as a slide, presentation or video presentation has been available for a long time. The computer is currently capable of manipulating sound and video to achieve special effects, synthesizing and playing back sound and video, including animation, and integrating it all into a single multimedia presentation.

Reasonable use of visual teaching aids in the educational process plays an important role in the development of observation, attention, speech, and thinking of preschoolers. In classes with children, teachers use multimedia presentations that make it possible to optimize the pedagogical process, individualize the education of children with different levels of cognitive development, and significantly increase efficiency. pedagogical activity.

The use of multimedia presentations in the classroom in our preschool institution allows us to build an educational process based on psychologically correct modes of functioning of attention, memory, mental activity, humanization of the content of education and pedagogical interactions, reconstruction of the learning and development process from the standpoint of integrity.

The basis of any modern presentation- facilitating the process of visual perception and memorization of information with the help of vivid images. The forms and place of using the presentation (or even its individual slide) in the lesson depend, of course, on the content of this lesson and the goal set by the teacher.

The use of computer slide presentations in the process of teaching children has the following advantages:

Implementation of polysensory perception of the material;

The possibility of demonstrating various objects with the help of 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 demonstrating objects that are more accessible for perception to a intact sensory system;

Activation of visual functions, visual capabilities of the child;

We use computer presentation slide films 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 us to make the lessons emotionally colored, attractive, which arouse a keen interest in the child, are an excellent visual aid and demonstration material, which contributes to the good effectiveness of the lesson. Thus, the use of multimedia presentations in the classroom in mathematics, music, familiarization with the outside world ensures the activity of children in examining, examining and visually highlighting the signs and properties of objects, forms ways of visual perception, examination, selection in the objective world of qualitative, quantitative and spatio-temporal signs and properties, visual attention and visual memory develop.

Today, ICT is beginning to occupy its niche in the educational space of preschool educational institutions. This allows:

Present information on the monitor screen in a playful way, which arouses great interest in children, as this corresponds to the main activity of a preschooler - a game;

Brightly, figuratively, in a form accessible to preschoolers, present new material, which corresponds to the visual-figurative thinking of preschool children;

Attract the attention of children with movement, sound, animation;

To encourage children in solving a problematic task, using the possibilities of the curriculum, which is an incentive for the development of their cognitive activity;

Develop exploratory behavior in preschoolers;

To expand the creative possibilities of the teacher himself.

Using ICT, it is necessary to carefully approach the criteria for selecting innovations, taking into account the interests and development needs of the children themselves, considering a wide variety of combinations of relationships, changes in the content of the educational process of the kindergarten.

Leading world experts identify a number of requirements that development programs for children must meet:

1. research character,

2. lightness for self-study of the child,

3. development of a wide range of skills and ideas,

4. high technical level,

5. age appropriate,

6. entertainment.

In addition, we, as practicing teachers, must remember the sanitary rules and norms for the use of ICT. According to SanPiN standards, a TV with a diagonal screen size of 59-69 cm should be used. The installation height is 1-1.3 m. When working, children are placed at a distance no closer than 2-3 m and no further than 5-5.5 m from the screen.

Classes using a computer for children 5-7 years old should be carried out no more than once during the day and no more than three times a week on the days of the highest performance: on Tuesday, Wednesday and Thursday. After classes with children, gymnastics for the eyes is carried out. The continuous duration of work with a computer in the classroom for children 5 years old should not exceed 10 minutes and for children 6-7 years old - 15 minutes.

In classes with children, ICT is more often used as part of the lesson, but in summative or general lessons it can be used throughout the lesson, in accordance with the age of the children and the requirements of the Sanitary Rules.

In the form of an educational game with preschool children, you can conduct any class: mathematics, travel around the country, city, speech development, literacy, design, drawing, etc.

Interactive graphics and animation systems allow you to control their content, shape, size, color and other parameters in the process of image analysis in order to achieve the greatest visibility.

One of the main means of expanding children's ideas are presentations, slide shows, multimedia photo albums.This is a visual, Igiving the educator the opportunity to build anexplanation in the classroom is logical, scientific, usingnaming video clips. With such an or-material organization includes three typesmemory of children: visual, auditory, motor. The presentation provides an opportunity towatch complex material step by stepaddress not only the current material,but also to repeat the previous theme. Alsoyou can stop in more detailtwist on issues that cause difficultyniya. Anima usagetional effects contributes to an increase in children's interest in the material being studied.

Also, video clips, interactive diagrams and models act as multimedia resources. The task of various kinds of slide shows and video clips is to show children those moments from the outside world, the observation of which directly causes difficulties. The task of schemes and models is to visually represent processes in inanimate nature, such as the change of seasons, the water cycle, etc.

Another opportunity to use ICT in educational activities preschool teacher is an electronic type of materials for preparing assignments for independent work of preschoolers. The teacher at almost any time can choose exactly those tasks that correspond to the topic and objectives of the lesson, arrange them in the right sequence, correct something in their content, design, correct errors, print in the right quantity and save in in electronic format to return to them if needed.

The scanner will help children become full-fledged participants in creating slide shows. They always willingly bring their favorite books, drawings, pictures on given topics from home. Together with the teacher, this material is scanned and inserted into a slide show or clip. When showing the finished material, each child recognizes his own picture, which, of course, causes a storm of emotions. The next time the child will pick up pictures and illustrations with a vengeance, referring to the maximum number of sources. Here you have cognitive activity and, as a result, the variability of the visual series.

So, by involving children directly in the creation of various kinds of multimedia resources, we turn them from the object of our pedagogical efforts into the subject of educational activity, this is especially true for children of older preschool age, who can already create their own presentation almost independently or with the help of their parents.

For children of primary preschool age, the use of digital technologies in photography is relevant. The fact is that by including an object familiar to the child in a slide show or presentation as a variable visualization, several mental processes are launched at once. Firstly, recognizing a “native” object from the child’s environment causes joy, and for kids this is important. Secondly, it contributes to the development of generalization operations (and my table is also a table).

Thirdly, the reverse process, when, having met in his environment an object that has already been talked about and seen on the screen, the child builds a chain of reproduction of the rest of the material associated with this object (associative memory develops).

I would like to note that if teachers of preschool institutions do not develop curiosity in children, the desire not only to learn something, but also to make efforts to independently obtain the necessary knowledge, then not a single school educational institution equipped with the latest technology will be able to correct our mistakes.

Literature:

Mirimanova M.S., "Psychological safety of the preschool educational environment", 2010.

Zhuravlev A.A., “What is pedagogical technologies and how to use them?..”, 2007.

Kolodinskaya V.I., “Informatics and information Technology preschoolers", 2008.

Information and Communication Technologies (ICT) are now an integral part of modern preschool education.

The use of ICT is one of the priorities of education. According to the new requirements of the Federal State Educational Standard, the introduction of innovative technologies is intended, first of all, to improve the quality of education, increase the motivation of children to acquire new knowledge, and accelerate the process of mastering knowledge. One of the innovative areas is computer and multimedia technologies. The use of information and communication technologies in preschool education is becoming more and more relevant, as it allows using multimedia, in the most accessible and attractive, game form, to develop the logical thinking of children, to strengthen the creative component of the educational process.

In this regard, we are faced with the problem of insufficient knowledge of information and communication technologies by teachers and the ability to apply these technologies in the educational process. This condition is one of the main requirements for staffing, which is regulated by the Federal State Educational Standard.

Where can ICT help a modern educator in their work?

The main forms of using ICT in my practice are:

• preparation of group documentation (lists of children, developmental diagnostics, planning, program monitoring, reporting).
• selection of cognitive and illustrative material for classes, for joint educational activities, design of stands, groups
• creating presentations in Microsoft program Power Point in various educational fields. I have created a series of presentations for classes, holidays, pedagogical councils, parent meetings. She was the prize-winner and winner of the correspondence municipal competition "My best presentation" in the nomination "Preschool education". In addition to presentations, I use training programs.

There are a lot of online communities that allow not only to find and use the necessary methodological developments, but also to post their materials, share pedagogical experience in preparing and holding events, using various methods and technologies.

Modern life requires the teacher to regularly improve their skills. Distance advanced training courses allow you to choose the direction of interest to the teacher and study without interrupting the main educational activity.

An important aspect of the teacher's work is participation in various pedagogical projects, distance competitions, olympiads, which increases the level of self-esteem, both of the teacher and pupils. Face-to-face participation in such events is often impossible due to the remoteness of the region, financial costs and other reasons. Remote participation is open to everyone. Some teachers of our preschool educational institution not only took part in such competitions, but were also winners. Last academic year, she participated in two such competitions: the republican environmental competition "Hamster-2016" and the festival of folk culture "Red Dress". Where the Batuev family became diploma winners of the 1st degree in the nomination "Our Friendly Family"

Diplomas and certificates of such competitions replenish the teacher's portfolio.

Various competitions are often held in kindergarten. using the Photoshop program for the award, she issued diplomas and certificates. Also on the first floor, I designed a stand "Additional Education"

One of the criteria for evaluating the professional activity of a teacher, in accordance with the Federal State Educational Standard, is a high degree of activity and involvement of parents in the educational process and the life of a kindergarten.

An important role in this direction is also played by the use of interactive technologies.

How can ICT optimize the work of preschool educational institutions with the parents of pupils?

Each preschool institution has an official website, which gives parents the opportunity to quickly obtain information about the life of the preschool educational institution. This is very important, since now parents are in a hurry and do not always have time to read the information posted in the corner for parents. And at home, together with the child, it is interesting to look at the website of the kindergarten, see new photos, learn about past events, keep abreast of the events of the group and the kindergarten as a whole.

Also on our website you can read the newspaper for parents "We are together" (For the past 4 years I have been the editor of this newspaper. The newspaper is published in the format Microsoft Office Publisher.) As a result, parents listen more carefully to the advice of teachers, participate more actively in group projects and activities.

I also created a closed community in contact for the parents of my group "Vasilek". Where parents can see photos, videos from the life of the group. Read advice

Parents and educators use digital photo and video equipment and their editing programs And at graduation parties, viewing a prepared multimedia presentation from old photographs resonates in the hearts of both children and adults.

When there is a video of our children's performances at competitions, at various events, simple moments of everyday life, then watching them is of great interest to children and parents.

The main directions of ICT in work with children

These are various computer games - "toys" : entertaining, educational, developing, diagnostic, network games

Recognizing that the computer is a new powerful tool for the intellectual development of children, it must be remembered that its use for educational purposes 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. A typical session lasts 20 to 30 minutes. In this case, the use of the screen should be no more than 7-10 minutes. After finishing work at the computer, in order to prevent visual impairment and relieve eye strain, it is necessary to perform simple exercises for the eyes.

In conclusion, I want to note that the use of ICT leads to a number of positive effects:

1. Movement, sound, animation attracts the attention of children for a long time and helps to increase their interest in the material being studied. The high dynamics of the lesson contributes to the effective assimilation of the material. Even hyperactive children, whose attention is quite difficult to keep for a long time, receive the information presented on the screen with great interest.
2. Provides visibility, which contributes to the perception and better memorization of the material. This includes three types of memory: visual, auditory, motor;
3. Slideshow and video clips allow you to show those moments from the surrounding world, the observation of which causes difficulties: for example, the growth of a flower, the rotation of the planets around the Sun, the movement of waves, it is raining;
4. You can also simulate such life situations that cannot or are difficult to show and see in everyday life. (for example, reproduction of sounds of nature; operation of transport, etc.);
5. The use of information technology encourages children to search for research activities, including searching on the Internet on their own or together with their parents;
6. ICT is additional features working with children with disabilities.

The use of information technology in education makes it possible to significantly enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.

I want to wish that the computer becomes for you the best assistant when working with children and parents.

The task of preschool education is the full and harmonious psychological, personal, cognitive development of a preschool child, the formation and development of leading activities, the main neoplasms of age. Therefore, new information technologies cannot be mechanically transferred to the educational environment of a preschool institution. The computer should become part of the developing environment for the child, a factor in enriching his intellectual development, creating the basis for the formation of new types of thinking.

The advantage of using computer technologies is the transfer of the center of gravity from verbal teaching methods to the methods of search and creative activity of the educator and pupils. Consequently, the role of the educator in the educational process is also changing. He ceases to be a source of information, but becomes an accomplice, an assistant.

Lesson 1. Topic: “Regulatory and legal framework for the use of ICT in the educational space of preschool educational institutions. Possibilities of using ICT in the educational process”.

At present, the Information Society Development Strategy is being implemented in our country, which is related to the availability of information for all categories of citizens and the organization of access to this information. Therefore, the use of ICT (information and communication technologies) is one of the priorities of education.

Modern society, which is developing on the basis of the use of new information and technical means, makes more and more demands on informatization in preschool educational institutions. Information and computer technologies began to be actively used in preschool educational institutions.

The regulatory framework for this process is a number of regulatory documents:

• Federal Law "On Education" in the Russian Federation
• The concept of social economic development 2020, Appendix to the letter dated 05/08/08 No. 03-946: “ Computer techologies are called at the moment to become not an additional "weight" in training and education, but an integral part of a holistic educational process that significantly improves its quality"
• Information letter of the Ministry of Education of the Russian Federation dated May 25, 2001 No. 753 / 23-16 "On informatization of preschool education in Russia"
• Decree of the Government of the Russian Federation of December 17, 2009 N 1993-r (together with the "Consolidated list of priority state and municipal services provided by the executive authorities of the subjects Russian Federation and local governments in electronic form, as well as services provided electronically by institutions of the constituent entities of the Russian Federation and municipal institutions")
• Federal Law No. 293 of November 8, 2010 on optimizing the provision of public services in the field of education, on creating a website for educational institutions that meets uniform requirements.
• The concept of the federal target program "Development of Informatization in Russia for the period up to 2012"
• Federal target program "Development of a unified educational information environment"
• The concept of the federal target program "Development of informatization in Russia for the period up to 2010"
• Russian Pedagogical Education Development Program for 2001-2010
• Decree of the Chief State Doctor of the Russian Federation "On the approval of SanPiN 2.4.1.2660-10 dated July 22, 2010 No. 164" with amendments
• Decree of the Government of the Russian Federation of April 18, 2012 No. No. 343 "On approval of the rules for posting on the Internet and updating information about OS"
• Order of the Ministry of Education of the Russian Federation “On the approval of the FGT to the conditions for the implementation of the main general educational program of preschool education dated July 20, 2011. №2151
• Order of the Ministry of Education and Science of the Russian Federation “On the approval of the FGT to the structure of the main general educational program of preschool education dated November 23, 2009. No. 655".

The use of information and communication technologies in kindergarten - actual problem modern preschool education. The importance and necessity of introducing such technologies into the process of educational activities was noted by international experts in the "World Report on Communication and Information" prepared by UNESCO. In the conditions of a dynamically changing world, constant improvement and complication of technologies, informatization of the education sector is of fundamental importance.

This direction of development of the educational industry, as emphasized in state documents, is recognized as the most important national priority. So, for example, in the "Concept for the modernization of Russian education for the period up to 2010", in chapter 2, devoted to the priorities of educational policy, the following is said: "In order to achieve a new quality of education, informatization of education and optimization of teaching methods will be carried out." “Computer technologies are now called upon to become not an additional “weight” in training and education, but an integral part of an integral educational process that significantly improves its quality” (From the “Concept of Long-Term Socio-Economic Development of the Russian Federation for the period up to 2020”).

Despite the adoption of the priority national project "Education" (direction "Internetization of education") and the Concept of the federal target program "Development of Informatization in Russia for the period up to 2010", Russia cannot yet say that it has a coherent policy in the field of information technology implementation in the activities of institutions of preschool education. It is the introduction of ICT that will make it possible to most fully and successfully realize the development of the abilities of a child of preschool age.

In our country, over the past 5 years, a number of events have occurred that determine the accelerated development of Internet technologies in preschool institutions:

Adoption at the state level of the Strategy for the Development of the Information Society;
. Adoption of the Concept of socio-economic development of the country until 2020;
. Implementation of the program "Electronic Russia";
. Development of the National Educational Concept "Our New School";
. Connecting schools and kindergartens to the Internet within the framework of the national project;
. Adoption of the Law “On Education”;
. Formation social networks and others demanded a different understanding of the role of ICT in the educational process.

First of all, it is necessary to clearly understand what ICT is and in what specific work in the preschool educational institution they are needed.

What is ICT?

The combination of ICT is associated with two types of technologies: information and communication.

"Information technology"- a set of methods, methods and means that ensure the storage, processing, transmission and display of information and focused on improving the efficiency and productivity of labor. At the present stage, methods, methods and means are directly interconnected with a computer (computer technology).

Communication technologies determine the methods, ways and means of human interaction with the external environment (the reverse process is also important). In these communications, the computer takes its place. It provides a comfortable, individual, diverse, highly intelligent interaction of communication objects. Combining information and communication technologies, projecting them into educational practice, it should be noted that the main task facing their implementation is the adaptation of a person to life in the information society.

Information Technology- this is not only and not so much computers and their software. ICT refers to the use of a computer, the Internet, television, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication. The teacher should not only be able to use a computer and modern multimedia equipment, but also create their own educational resources, widely use them in their pedagogical activities.

For the successful implementation of the educational program of a preschool institution in accordance with the requirements of the state, society, family, information and communication technologies should be actively used in each preschool educational institution. And for this it is necessary for each teacher to be competent in the issue of computer literacy, the ability to use ICT in the process of teaching preschool children.

P educators who want to keep up with the times need to explore the possibilities of using and implementing new ICTs in their practical activities, to be a guide for the child into the world of new technologies, to form the foundations of the information culture of his personality. The solution of these problems is impossible without updating and revising all areas of the kindergarten in the context of informatization.

So in the order of the Ministry of Education and Science of the Russian Federation dated July 20, 2011 No. 2151 "FGT to the conditions for the implementation of the main general educational program of preschool education", they impose certain requirements on staffing. One of the main requirements is the teacher's possession of information and communication technologies and the ability to apply them in the educational process. The communicative competence of a teacher implies the ability to build communications in various formats: oral, written, discussion, visual, computer, electronic.

The teacher should not only be able to use a computer and modern multimedia equipment, but also create their own educational resources, widely use them in their pedagogical activities. Therefore, in our preschool educational institution, the primary task now is to improve the computer literacy of teachers, to master their work with software educational complexes, resources of the global computer network Internet so that in the future each of them can use modern computer technologies to prepare and conduct classes with children on a qualitatively new level.

The experience of our MBDOU shows the real possibility of implementing the main tasks of informatization in management activities, since digital cameras, video cameras, printers, scanners, copiers, laminators, DVD players, TVs, Cell phones with access to the Internet. Compared to the last academic year, the percentage of teachers who are proficient in ICT has increased by 50%, including teachers with zero computer experience.

Therefore, in order to provide assistance and support to teachers, an internship platform for teachers of preschool educational institutions of the city was created on the basis of our kindergarten, which will ensure an increase in the professional competence and information culture of teachers. When using ICT in work, the experience of teachers and education is not important, but the desire and desire to master ICT is important.

The use of computer technology is not the influence of fashion, but a necessity dictated by the current level of development of education. The benefits of using ICT can be summarized in two groups: technical and didactic. Technical advantages are speed, maneuverability, efficiency, the ability to view and listen to fragments and other multimedia functions. The didactic advantages of interactive classes are the creation of the effect of presence (“I saw it!”), The pupils have a sense of authenticity, the reality of events, interest, a desire to learn and see more.

Possibilities of using ICT in the educational process

The task of preschool education is the full and harmonious psychological, personal, cognitive development of a preschool child, the formation and development of leading activities, the main neoplasms of age. Therefore, new information technologies cannot be mechanically transferred to the educational environment of a preschool institution.

The computer should become part of the developing environment for the child, a factor in enriching his intellectual development, creating the basis for the formation of new types of thinking. The advantage of using computer technologies is the transfer of the center of gravity from verbal teaching methods to the methods of search and creative activity of the educator and pupils. Consequently, the role of the educator in the educational process is also changing. He ceases to be a source of information, but becomes an accomplice, an assistant.

Clause 3.4 of the requirements for educational and material support contains requirements for technical teaching aids in the field of preschool education, including general safety requirements, the potential for visual support of the educational process, the possibility of using modern information and communication technologies in the educational process.

Conditions and results of ICT introduction

Educators of preschool educational institutions are obliged to ensure the full transition of children to the next level of the system of continuous education, to give the opportunity to become participants in the unified educational space of the Russian Federation. This requires the introduction and use of information technology in preschool educational institutions. The use of information and communication technologies in preschool education makes it possible to expand the creative abilities of the teacher and has a positive impact on the upbringing, education and development of preschoolers. In turn, the use of various methods helps to actively influence the formation and development of listening, speaking, reading skills, improving oral speech, and educating a creative, socially active personality.

The use of computer technology helps the teacher in the work:

• attract passive listeners to active activities;
• make educational activities more visual and intensive;
• to form an information culture in children;
• activate cognitive interest;
• to implement personality-oriented and differentiated approaches to learning;
• to discipline the educator himself, to form his interest in work;
• activate thought processes (analysis, synthesis, comparison, etc.)

In his work, the teacher can use the following means of information and communication technologies:

• Computer
• Multimedia projector
• Printer
• VCR, DVD player
• TV
• Record player
• Camera
• Camcorder
• Electronic boards

It is also possible to highlight the following types of interactive materials:

• photos;
• videos;
• video clips (films, fairy tales, cartoons);
• presentations ( e-books, electronic exhibitions);
• children's developing computer games;
• it is possible to create collections digital photos and cartoons.

Let's stop at benefits use of interactive materials.

These materials:

• allow to increase the perception of the material by increasing the amount of illustrative material;
• allow you to make adjustments during the GCD, to perform joint work of children in interaction, to carry out an interactive relationship between the child and the teacher;
• the use of multimedia presentations provides visibility, which contributes to the perception and better memorization of the material, which is very important, given the visual-figurative thinking of preschool children;
• graphic, textual, audiovisual information is simultaneously used;
• when using animation and inserting video clips, it is possible to show dynamic processes;
• with the help of a computer, it is possible to simulate such life situations that cannot or are difficult to show during educational activities or see in everyday life (for example, the reproduction of animal sounds; the operation of transport, etc.);
• the use of new methods of explanation and consolidation, especially in a playful way, increases the involuntary attention of children, helps to develop voluntary;
• direct educational activities using information and communication technologies encourage children to search and cognitive activities, including searching on the Internet on their own or together with their parents;
• the high dynamics of direct educational activity contributes to the effective assimilation of the material, the development of memory, imagination, and creativity of children.
• selection of illustrative material for the GCD and for the design of stands, albums, groups, classrooms (scanning, Internet; printer, presentation).
• creation of educational games.
• selection of additional educational material for the GCD, familiarity with the scenarios of holidays and other events.
• exchange of experience, acquaintance with periodicals, developments of other teachers in Russia and abroad.
• preparation of group documentation, reports. The computer will allow you not to write reports and analyzes every time, but it is enough to type the scheme once and only make the necessary changes in the future.
• creating presentations in the Power Point program to improve the effectiveness of educational activities with children and the pedagogical competence of parents. There are the following types of presentations:
  • To designate a topic or as an accompaniment to the teacher's explanation;
  • To accompany small theatrical scenes or productions of fairy tales by children;
  • To accompany a holiday for children or to control knowledge, etc.
  • To accompany a concert
  • For parent meetings.

That is why ICT should become a "penetrating" technology. In other words, the use of a computer should not become an end in itself, but be an effective tool for developing skills and abilities.

From the experience of our DOW

To prepare preschool teachers for the continuous development of ICT competence, we needed to organize advisory methodological support. In practice, Deputy head according to VMR DOE, there are various forms of work with teachers aimed at improving their qualifications and skills. Our institution uses the following forms to improve the ICT competence of teachers:

• weeks of teaching excellence;
• master classes;
• pedagogical workshops and mentoring;
• training seminars;
• pair work;
• thematic seminars.

The presentation of advanced experience is the fastest, most efficient form of resolving contradictions that have matured in practice, quickly responding to public requests, and a changing situation. In order to promote the experience of the best teachers in preschool educational institutions, weeks of pedagogical excellence are organized. As part of the mastery week, teachers hold open demonstrations, which present the best experience in introducing information technology into the educational process.

So, at pedagogical councils, master classes, competitions, teachers of our preschool educational institution use ICT as one of the main conditions for improving the quality of the educational process. And one more important indicator of the quality of the educational process of preschool educational institutions is the participation of teachers in All-Russian Internet projects, marathons.

If we considerExpert opinion on the level of professional activity of a pedagogical worker of a preschool educational institution, then point 1.4. states “Competence in the field of using electronic educational resources (EER) in the educational process: licensed; created independently; having your own website, a page on the website of an educational institution, a blog, etc.).

This makes it possible to score the highest possible score during the certification. ICT will enable any teacher, educator to directly access information space both with applying for methodological assistance to various service departments (there are many of them to be created), and with broadcasting your work experience. ICT will allow the educator to communicate more widely at various methodological events, such as video - master classes, webinars, etc. Communication with the parents of pupils using ICT is another reality.

One of the main conditions for the introduction of information technology in a preschool educational institution is that specialists who know technical capabilities computers, having the skills to work with them, clearly complying with sanitary standards and rules for using computers, owning the methodology for introducing preschoolers to new information technologies.

This is what will make it possible to qualitatively and professionally build the organization of the educational process in the preschool educational institution as a modernized system in accordance with federal state requirements, to increase the professional competence of teachers of the preschool educational institution of the region and the prestige of preschool education.

Informatization of preschool education opens up new opportunities for teachers to widely introduce new methodological developments into pedagogical practice aimed at intensifying and implementing innovative ideas of the educational process, will modernize the educational process, increase efficiency, motivate children for search activities, differentiate learning taking into account individual characteristics of children.

When computers work in a room, specific conditions are created: humidity decreases, air temperature rises, the amount of heavy ions increases, and electrostatic voltage increases in the children's hands. The intensity of the electrostatic field increases when the cabinet is finished with polymeric materials. The floor must be anti-static, and carpets and rugs are not allowed.

To maintain an optimal microclimate, prevent the accumulation static electricity and deterioration of the chemical and ionic composition of the air is necessary: ​​airing the office before and after classes and wet cleaning - wiping tables and display screens before and after classes, wiping floors after classes.

Recognizing that the computer is a new powerful tool for the intellectual development of children, it must be remembered that its use for educational purposes in preschool institutions requires careful organization of both the classes themselves and the entire regime as a whole.

Computer: Pros and Cons

Advantages of a computer:

1. A computer can help children develop such important operations of thinking as generalization and classification.
2. In the process of studying on the computer, the memory and attention of children improve.
3. When playing computer games, children develop the sign function of consciousness earlier, which underlies abstract thinking.
4. Computer games are of great importance not only for the development of the intellect of children, but also for the development of their motor skills, for the formation of coordination of visual and motor functions.

Computer Disadvantages:

1. Excessive handling of a computer can lead to a deterioration in the child's vision, as well as adversely affect his mental health.
2. This is especially dangerous for shy children.
3. Excessive handling of the computer can lead to a violation of the child's posture.
4. And most importantly, you can not rely only on the computer.A child is a small person, he can form and develop only by communicating with people and living in the real world.

The computer can enter the child's life through the game. The 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 modes of action, game signs that acquire meaning in the semantic field of games.

During gaming activity a preschooler, with the use of computer tools, he develops: theoretical thinking, developed imagination, the ability to predict the result of an action, design qualities of thinking, etc., which lead to a sharp increase in the creative abilities of children

Compared to traditional forms of preschool education The computer has many advantages.:

• presenting information on a computer screen in a playful way is of great interest to children;
• carries a figurative type of information understandable to preschoolers;
• movement, sound, animation attracts attention for a long time;
• problematic tasks, encouraging the child with their right decision the computer itself is a stimulus for the cognitive activity of children;
• provides an opportunity for individualization of training;
• the child himself regulates the pace and number of solved game learning tasks;
• in the course of his activities at the computer, the preschooler gains self-confidence, that he can do a lot;
• allows you to simulate such life situations that cannot be seen in everyday life, unexpected and unusual effects);
• the computer is attractive to children, like any new toy; the computer is very patient, never scolds the child for mistakes, but waits for him to correct them himself.

Thus, it is safe to say that the computer is efficient technical means, with which you can significantly diversify the methodological work in the preschool educational institution.

Bibliography:

1. Apatova N. V. Information technologies in school education. - M., 1994
2. Bezrukikh M.M., Paramonova L.A., Slobodchikov V.I. and others. Pre-school education: "pluses" and "minuses" / / Primary education. -2006. - No. 3. - P. 9-11.
3. Ezopova S.A. Pre-school education, or Education of children of senior preschool age: innovations and traditions / / Preschool pedagogy. - 2007. - No. 6. - P. 8-10.
4. Zakharova I. G. Information technologies in education: Proc. allowance for students. higher ped. textbook establishments. - M., 2003
5. Zubov A. V. Information technologies in linguistics. - M., 2004
The use of modern information and communication technologies in the educational process: a teaching aid
/ Authors-compilers: D.P. Tevs, V. N. Podkovyrova, E. I. Apolskikh, M. V. Afonina. - Barnaul: BSPU, 2006
6. Korablev A. A. Information and telecommunication technologies in the educational process // School. - 2006. - No. 2. - With. 37-39
7. Robert I.V. Modern information technologies in education: didactic problems, prospects for use. - M.: School-Press, 1994.- 204 p.
8. Shaekhova R.K. Pre-school education: relevance, problems, development strategy / R.K. Shaekhova // Primary School plus before and after.-2006.-№7.-p.54-57.

9. Sologub V.A. Methods of creation and use of multimedia aids and programs: Textbook.-2nd ed., do. and revised - M .: APKiPPRO, 2008.-92s

Elena Vasilievna Admaeva
The use of ICT in preschool educational institutions: goals and objectives

Use of ICT in preschool

The main goal of the introduction of information technologies is to create a single information space of an educational institution, a system in which all participants of the educational and educational institution are involved and connected at the information level. process: administration, teachers, pupils and their parents.

Tasks which I am in front of me I put:

1. Implementation of directions for the development of children in accordance with the Federal State Educational Standard;

2. Usage ICT to change the developmental environment in the kindergarten group;

3. Get active use ICT educators of the institution in work with children and parents.

It's no secret that the computer enters the life of a child with early years, exerting both positive and negative influence on the formation of his personality. In terms of the impact on the child's psyche, modern information technologies are incomparable with other means. Information technology is not only and not so much computers and their software. ICT means using a computer, Internet, TV, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication.

The combination of ICT is associated with two types of technologies: information and communication.

Information technology is a set of methods, methods and means that ensure the storage, processing, transmission and display of information and focused on improving the efficiency and productivity of labor. At the present stage, methods, methods and means are directly interconnected with a computer (Computer techologies).

Communication technologies determine the methods, ways and means of human interaction with the external environment (the reverse process is also important). In these communications, the computer takes its place. It provides a comfortable, individual, diverse, highly intelligent interaction of communication objects. Combining information and communication technologies, projecting them onto educational practice, it should be noted that the main task that faces their implementation is the adaptation of a person to life in the information society.

Increasingly, teachers of preschool institutions began to indicate as the main achievement - usage ICT in work with children. Therefore, I am no exception. Since I mastered working on a computer back in my student years, therefore, I apply my skills in working with preschoolers. But before me, like before many teachers, there is a question. How to properly apply the acquired knowledge? Is it advisable use ICT in work in preschool educational institutions?

Thus, we get two sides of the same coin. On the one side (Benefits of using ICT) Computers have long been an integral part of our lives. Even in preschool institutions, it is impossible to imagine life without computers. With the help of a computer, we write work programs, class notes, reports, reports, etc. etc. The computer has become the best assistant to the teacher both when working with children and parents. And on the other hand (Disadvantages, is it really necessary to use technology in working in a preschool educational institution with children?

Over the past five years, ICT in preschool institutions has been rapidly developing in the country and this contributed:

Adoption at the state level of the Strategy for the Development of the Information Society;

Adoption of the Concept of socio-economic development of the country until 2020;

Program implementation "Electronic Russia"

Development of the National Educational Concept "Our new school"

Connection within the framework of the national project of gardens to the Internet;

Adoption of amendments to the Law "On Education";

All these events led to a change in the content, methods and organizational forms of the entire education system, and, consequently, the work of kindergartens, their relationship with higher organizations and parents.

Therefore, it is necessary to clearly understand the importance of using ICT when working in a preschool educational institution.

And here we are faced with the problem of the use of ICT, such as the health threat that arises from the early accustoming of toddlers to the computer. It is absolutely clear that ICTs are becoming the main tool that a person will use not only in professional activities, but also in everyday life.

And here we are wondering The question is what will be the solutions to the problems associated with the use of ICT?

To solve these problems needed:

1. Trained teaching staff capable of combining traditional teaching methods and modern information technologies.

2. The teacher should not only be able to use a computer and modern multimedia equipment, but also create their own educational resources, widely use them in their teaching activities.

3. Creation of a single creative space in the framework of interaction with the families of pupils in the direction of solving tasks child development in the modern information society.

4. The best prevention of computer addiction is to involve the child in processes that are not related to computer activities so that games do not become a substitute for reality. Show him that there are many interesting and useful activities besides the computer, such as sports, creativity.

5. It is necessary to raise a child in such a way that he understands that a computer is only a part of our life, and not an alternative world.

6. It is important to become both for the child and for the parents a guide to the world of new technologies, a mentor in choosing computer games and form the foundations of the information culture of the child's personality

What are the main directions of ICT development?

Usage computer to transmit and store information.

ICT as a means of interactive learning that allows you to stimulate the cognitive activity of children and participate in the development of new knowledge.

ICT for parents of pupils. Cooperation with the child's family in matters use of ICT at home, especially computer and computer games, is the leading direction of my work.

ICT aims to implement the idea of ​​network management, organization of the pedagogical process, methodological service. This technology provides planning, control, monitoring, coordination of the work of teachers and specialists. In this case usage ICT helps to optimize the activities of preschool educational institutions.

I will present the forms using ICT in their work:

Selection of illustrative material for classes, design of parental corners, groups, information material for the design of stands, folders-movers;

Selection of additional educational material for classes;

Registration of group documentation (lists of children, information about parents, diagnostics of children's development, planning, monitoring of program implementation, etc., reports.

Creating presentations in the PowerPoint program to improve the effectiveness of educational activities with children and the pedagogical competence of parents in the process of holding parent-teacher meetings.

Usage digital cameras and photo-editing programs that make managing pictures as easy as taking pictures, easily finding the ones you want, editing and displaying them;

Usage the Internet in pedagogical activity, for the purpose of informational and scientific and methodological support of the educational process in a preschool institution;

Exchange of experience, acquaintance with periodicals, developments of other teachers;

Design of booklets, electronic portfolio, materials in various areas of activity;

Creation of media libraries that are of interest to both teachers and parents;

Usage computer in the office work of the preschool educational institution, the creation of various databases.

New activities contribute to the development of new competencies. These competencies, of course, are in the field of information technologies:

Free possession of ICT tools on the Internet;

The desire to explore new tools, network services;

Mastering the constantly improving communication tools of the Internet.

Thus, usage ICT improves the quality of education process: teachers got the opportunity of professional communication in a wide audience of Internet users, their social status. Usage electronic educational resources in working with children serves to increase the cognitive motivation of pupils, respectively, there is an increase in their achievements, key competencies.

Parents, noting the interest of children in the preschool educational institution, began to treat teachers with more respect, listen to their advice, and participate more actively in group projects.

In conclusion, I would like to note that in a kindergarten it is possible, necessary and expedient use ICT in various types of educational activities. The joint organized activity of a teacher with children has its own specifics, it should be emotional, bright, with the involvement of a large illustrative material, with using sound and video recordings. All this can be provided to us by computer technology with its multimedia capabilities.

However, no matter how positive, huge potential information and communication technologies have, they cannot and should not replace the live communication between the teacher and the child.

Municipal budgetary preschool educational

institution "Kindergarten" 59 "Berry" of the city of Tambov

Usage

information and communication technologies in preschool educational institutions

Methodical development

Biryukova Ekaterina Yurievna,

educator MBDOU

"Kindergarten" No. 59 "Berry"

Tambov 2018

Explanatory note

The presented methodological development is recommended to help preschool teachers, students of pedagogical educational institutions.

This paper highlights the issues of using information and communication technologies in preschool educational institutions when organizing educational and educational activities, taking into account the age of pupils, gives recommendations on organizing the educational process using information technologies, proposes presentation topics, recommendations for creating virtual tours, describes practical experience in using ICT in pedagogical activity of the educator. This development will help to improve the professional competence of teachers, practical experience.

INTRODUCTION

In the concept of modernization of modern domestic education, special attention is focused on the use of ICT. Information competence is singled out as one of the main components of the quality of the educational process.

At present, the Information Society Development Strategy is being implemented in our country, which is related to the availability of information for all categories of citizens and the organization of access to this information. Therefore, the use of ICT (information and communication technologies) is one of the priorities of education. And the means of information and communication technologies help the teacher to diversify the forms of support for the educational process, improve the quality of work with the parents of pupils, and also popularize the activities of the teacher of the group and the kindergarten as a whole.

The introduction of computer technology today is a new step in the educational process. Pre-school educational institutions not only did not stand aside, but were also actively involved in the process of widespread use of ICT in their practice.

The use of information and communication technologies in kindergarten is an urgent problem of modern preschool education. Gradually, computer technology is included in the system of preschool education as one of the effective ways knowledge transfer. This modern method develops interest in learning, fosters independence, develops intellectual activity, allows you to develop in the spirit of modernity, makes it possible to qualitatively update the educational process in preschool educational institutions and increase its effectiveness.

Relevance the use of information technology in modern preschool education is dictated by the rapid development of the information society, the widespread use of multimedia technologies, electronic information resources, network technologies as a means of education and upbringing.

The theoretical justification for the need to use information technology for the development and education of children has been continued in the research of domestic scientists. A.V. Zaporozhets in his work "Problems of preschool play and its management for educational purposes" gave detailed examples of the use of a computer as a means of cognitive development of a child. S.L. Novoselova in the book "Problems of Informatization of Preschool Education" argued that the introduction of a computer into the system of didactic means of a kindergarten can become a powerful factor in enriching the intellectual, aesthetic, moral and physical development of a child. D.B. Bogoyavlenskaya showed that children involved in computer game programs using a specially built system have a high potential for intellectual and creative development.

Target my methodological development:

introduction of information and communication technologies to create a single information space of an educational institution, a system in which all participants in educational relations are involved and connected at the information level forimproving the quality of the educational process

Thus, the use of information technology in education makes it possible to significantly enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.

II . Use of ICT in preschool educational institutions

1. Theoretical substantiation of the need for ICT knowledge.

The combination of ICT is associated with two types of technologies: information and communication.

"Information technology - a set of methods, methods and means that ensure the storage, processing, transmission and display of information and focused on improving the efficiency and productivity of labor. At the present stage, methods, methods and means are directly interconnected with a computer (computer technology).

Communication technologies determine the methods, ways and means of human interaction with the external environment (the reverse process is also important). In these communications, the computer takes its place. It provides a comfortable, individual, diverse, highly intelligent interaction of communication objects.

When using ICT in work, the experience of teachers and education is not important, but the desire and desire to master ICT is important.

1.1. ICT Opportunities

The use of computer technology helps the teacher in the work:

attract passive listeners to active activities;

make educational activities more visual and intensive;

to form an information culture in children;

activate cognitive interest;

to implement personality-oriented and differentiated approaches to learning;

to discipline the educator himself, to form his interest in work;

activate thought processes (analysis, synthesis, comparison, etc.);

ICT will enable any teacher to directly access the information space both with applying for methodological assistance to various service departments and with broadcasting their work experience.

ICT will allow the educator to communicate more widely at various methodological events, for example, video - master - classes, webinars, etc.

work with paper media is significantly reduced, since almost all textual information is compiled and stored in electronic form;

less time and effort is spent in preparing visual and didactic support for GCD.

with the help of ICT, conditions for professional self-development are created: electronic textbooks, articles are used; on the Internet, you can get acquainted with periodicals, exchange information with colleagues via e-mail.

Communication with parents of pupils with the help of ICT is another reality.

ICT is primarily:

transformation of the developing object-spatial environment,

creation of new means for the development of children,

use of new visibility,

additional information, which for some reason is not in the printed edition,

a variety of illustrative material, both static and dynamic (animations, videos),

in the information society, network electronic resources are the most democratic way to disseminate new pedagogical ideas and new didactic aids, available to teachers regardless of their place of residence and income level,

Internet search engines provide teachers with the opportunity to find almost any material on development and learning, and any photographs and illustrations.

Selection of illustrative material for the joint organized activities of the teacher with children and for the design of stands, groups.

Selection of additional educational material.

Exchange of experience, acquaintance with periodicals, developments of other teachers.

Preparation of group documentation, reports.

Creation of presentations in the Power Point program to increase the effectiveness of joint organized activities with children and the pedagogical competence of parents in the process of holding parent meetings.

When creating a single database of methodological and demonstration materials, the teacher has more free time. Proper use of modern information technologies can significantly increase the motivation of children to learn, recreate real objects or phenomena in color, movement and sound, which contributes to the widest disclosure of their abilities, the activation of mental activity.

TodayICT allows:

Show information on the screen in a playful way, which is of great interest to children, as it corresponds to the main activity of a preschooler - the game.

In an accessible form, vividly, figuratively, present material to preschoolers that corresponds to the visual-figurative thinking of preschool children.

Attract the attention of children with movement, sound, animation, but do not overload the material with them.

To promote the development of research abilities, cognitive activity, skills and talents in preschoolers.

Encourage children to solve problems and overcome difficulties.

The use of information and communication technologies in preschool education allows you to expand the creative possibilities of the teacher and has a positive impact on various aspects of the mental development of preschoolers. Developing classes with its use become much brighter and more dynamic. The use of computer technology makes it possible to make GCD attractive and truly modern, to solve cognitive and creative tasks based on visualization.

In the course of the game activity of a preschooler, using computer tools, he develops: theoretical thinking, developed imagination, the ability to predict the result of an action, design qualities of thinking, etc., which lead to a sharp increase in the creative abilities of children.

1.2. Computer Benefits

Compared to traditional forms of preschool educationThe computer has a number of advantages:

Movement, sound, animation attracts the attention of children for a long time and helps to increase their interest in the material being studied. The high dynamics of the lesson contributes to the effective assimilation of the material, the development of memory, imagination, and creativity of children.

Provides visibility, which contributes to the perception and better memorization of the material, which is very important, given the visual-figurative thinking of preschool children.

Slideshows and video clips allow you to show those moments from the outside world, the observation of which causes difficulties: for example, the growth of a flower, the rotation of the planets around the Sun, the movement of waves, it is raining;

It is also possible to simulate such life situations that cannot or are difficult to show and see in everyday life (for example, the reproduction of sounds of nature; the work of transport, etc.);

Presenting information on a computer screen in a playful way is of great interest to children. It carries a figurative type of information understandable to preschoolers.

Problematic tasks, encouragement of the child with their correct solution by the computer itself are a stimulus for the cognitive activity of children.

The child himself regulates the pace and number of solved game learning tasks.

In the course of his activity at the computer, the preschooler gains self-confidence, 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 use of information technology encourages children to search for research activities, including searching on the Internet on their own or together with their parents.

The range of ICT use in the educational process is quite wide. One of the most successful forms of preparing and presenting educational material for joint organized activities in kindergarten is the creation of multimedia presentations. It facilitates the process of perception and memorization of information with the help of vivid images, tk. combines dynamics, sound and image, i.e. those factors that hold the child's attention for the longest time. Simultaneous impact on the two most important organs of perception (hearing and vision) can achieve a much greater effect. And the English proverb says: "I heard - and forgot, I saw - and remembered."

1. Use of a computer for record keeping.

A computer can provide an invaluable service to educators and "advanced" parents in compiling all kinds of action plans with the help of organizer programs, keeping an individual diary of the child, recording various data about him, test results, building graphs, and generally monitoring the dynamics of the child's development. This can be done manually, but the time costs are not comparable.

From this it follows that in modern education, the computer does not solve all the problems, it remains only a multifunctional technical learning tool. The use of information technology tools will make the process of learning and development of children quite simple and effective. By means of multimedia, it will allow the most accessible and attractive game form to achieve a new quality of knowledge, develop the logical thinking of children, enhance the creative component of educational work, contributing to the maximum improvement in the quality of education among preschoolers, free from routine manual work, open up new opportunities.

Currently, I work with documents in electronic form, using three products from the packageMSoffice – Word, excelAndPowerPoint.

In the formatexcelI keep a list of children and an attendance log, formatWordI use for scheduling, questionnaires for parents.

In conclusion, I would like to note that in a kindergarten it is possible, necessary and expedientuse ICT in various types of educational activities. The joint organized activity of a teacher with children has its own specifics, it should be emotional, bright, with the involvement of a large illustrative material, using sound and video recordings. All this can be provided to us by computer technology with its multimedia capabilities.

The use of information technology will make the process of learning and development of the child sufficiently effective, will open up new educational opportunities not only for the child himself, but also for the teacher.

However, no matter how positive, huge potential information and communication technologies have, they cannot and should not replace the live communication between the teacher and the child.

1.4. Requirements for the use of ICT in work with preschool children

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 planning activities, it is necessary to take into account the conditions and requirements for the use of information and communication technologies in the educational process and avoid the following mistakes:

Failure to comply with sanitary and epidemiological rules,

Incorrect definition of the didactic role and place of ICT in educational activities,

The lack of planning, the randomness of the use of ICT, often there is a glut of animation, slides, drawings, inconsistency with the age of children.

Modern medical research shows that there is no negative impact on the health of preschool children when working with a computer if hygiene is observed (high level of illumination, a clear and contrasting image on the screen, the optimal eye distance to the screen is 55-65 cm, comfortable posture) and ergonomic (the duration of gaming sessions should not exceed 10-15 minutes) requirements. To relieve muscle tension in children after work (games, classes) on the computer, it is necessary to carry out finger and

oculo-motor gymnastics. Directly educational activities using computers for children 5-7 years old should be carried out no more than once during the day and no more than three times a week on the days of the highest working capacity: on Tuesday, Wednesday and Thursday. After working with a computer with children, exercises for the eyes are carried out. The continuous duration of work with a computer in the form of educational games for children of 5 years old should not exceed 10 minutes and for children of 6-7 years old - 15 minutes. For children with chronic pathology, often ill (more than 4 times a year), after suffering illnesses for 2 weeks, the duration of directly educational activities with the use of a computer should be reduced for children 5 years old to 7 minutes, for children 6 years old - up to 10 min. To reduce the fatigue of children in the process of carrying out directly educational activities using computer technology, it is necessary to ensure a hygienically rational organization of the workplace: furniture matching the height of the child, a sufficient level of illumination. The screen of the video monitor should be at eye level or slightly lower, at a distance of no closer than 50 cm.It is desirable that the monitor be a liquid crystal or plasma.

A child wearing glasses should work at a computer with them on. It is unacceptable to use one computer for the simultaneous occupation of two or more children. Directly educational activities with the use of computers by children are carried out in the presence of a teacher or educator.

To conduct frontal classes, you must use a multimedia projector, the distance from the screen to , on which children 2 - 2.5 meters sit. To maintain an optimal microclimate, prevent the accumulationstaticand deterioration of the chemical and ionic composition of the air is necessary: ​​ventilation or a group room before and after classes and wet cleaning - wiping tables and display screens before and after classes, wiping floors after classes.

Thus, we recognize that the computer is a new powerful tool forintellectual, it must be remembered that its use for educational purposes in preschool institutions requires careful organization of both the classes themselves and the entire regime as a whole.

The combination of information computer technologies and innovative pedagogical methods increases efficiency and quality educational programs, enhances the adaptability of the education system to the levels and characteristics of the development of students. This direction is proclaimed by the Law of the Russian Federation "On Education" as one of the main principles of state policy in the field of education.

2. Application of ICT in work with preschool children.

One of the main conditions for the introduction of information technology in a preschool educational institution is that specialists who know the technical capabilities of a computer, have the skills to work with them, and clearly performand rules for the use of computers, owning the methodology for introducing preschoolers to new information technologies. Considering this,priorityis now getting boostteachers, mastering their work with software educational complexes, resources of the global computer network Internet so that in the future each of them can use modern computer technologies to prepare and conduct classes with children at a qualitatively new level.

2.1. Classes with multimedia support.

The use of information technology in the classroom in the preschool educational institution allows you to overcome the intellectual passivity of children in the classroom, makes it possible to increaseeffectiveness of the preschool teacher.

There are 2 types of classes using ICT.

1. Activity with multimedia support.

In such a lesson, only one computer is used as an "electronic board". At the preparation stage, they analyze and information resources, 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 the program power point or other multimedia programs.

For these classes, you need one Personal Computer(laptop), multimedia , speakers, screen.

The use of multimedia presentations allows you to make the lesson emotionally colored, interesting, they are an excellent visual aid and demonstration material, which contributes to the good effectiveness of the lesson.

With the help of multimedia presentations, I learn with children complexes of visual gymnastics, exercises to relieve visual fatigue. Pictures appear on the monitor screen - symbols of various exercises. Children love both exercise and multimedia. "Asterisks", "Fish", "Winter Forest" and other exercises they perform while looking at the screen. The movements of the children's eyes correspond to the movements of objects on the screen.

However, I would like to note that the use of computer tasks does not replace the usual corrective methods and technologies of work, but is an additional, rational and convenient source of information, visibility, creates a positive emotional mood, motivates both the child and his mentor; thereby speeding up the process of achieving positive results in the work.

Multimedia presentations allow you to present educational and

developing material as a system of bright 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 store information not only in factographic, but also in associative form in the memory of children.

The use of computer slide presentations in the process of teaching children has the following advantages:

Implementation of polysensory perception of the material;

· Ability to demonstrate various objects with the help of 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 received by childrenfrom;

Possibility of displaying objects more than for the perception of a intact sensory system;

Activation of visual functions, visual abilities of the child;

· It is convenient to use computer presentation slide films to display information in the form of printouts in large print on a printer as a handout for classes with preschoolers. For example:

The use of multimedia presentations makes it possible to make the lessons emotionally colored, attractive, arouse a keen interest in the child, they are an excellent visual aid and demonstration material, which contributes to the good effectiveness of the lesson.

To familiarize pupils of 6-7 years old with the natural world, I developed the presentation topics:

Seasons.

The plant world: what is it?

The earth is our common home.

Animals of the Tambov region.

Beavers.

What is a forest?

Undersea world.

Wildflowers.

Red Book.

Insects.

Air is invisible.

Birds of our region.

Miracle trees.

We are responsible for our planet.

Journey to the country of Vitaminia

On the farm.

I use presentations both personally created and my colleagues from the electronic bank of the DOW, I also use presentations from the Internet.

The use of an interactive whiteboard in kindergarten allows children to develop the ability to navigate the information flows of the world around them, master practical skills in working with information, develop versatile skills, which contributes to the conscious assimilation of knowledge by preschoolers and increases the child's readiness for .

Working with an interactive whiteboard allows you to use didactic games and exercises, communicative games, problem situations, and creative tasks in educational activities in a new way. The use of an interactive whiteboard using multimedia technologies (graphics, color, sound, video materials) allows you to simulate various situations and environments in the classroom. The game components included in multimedia programs activate the cognitive activity of children and enhance the efficiency of mastering the material. The technology of the board, based on the principle of a resistive matrix, is the most common in the world and the safest for health.

Another advantage of using an interactive whiteboard in kindergarten is the ability to make virtual trips and conduct integrated classes.

The use of ID in the joint and independent activities of the child is one of the effective ways to motivate and individualize learning, develop creative abilities and create a favorable emotional background.

Thus, classes with multimedia support increase the speed of information transfer to children, improve the level of its understanding, which contributes to the development of all forms of thinking.

2.2 . Computer-assisted classes .

Most often, such classes are conducted using gaming training programs. In such a lesson, several computers, tablets are used, for which several pupils work at the same time.

Working with an electronic textbook, a tablet, the child independently studies the material, performs the necessary tasks, and then passes a competence test on this topic.

The capabilities of the computer allow you to increase the amount of material offered for review. A bright luminous 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 an insufficient number of good computer programs that are designed for children of this age.

Experts identify a number of requirements that developmental programs for children must meet:

exploratory nature,

Ease for self-study of the child,

development of a wide range of skills and ideas,

a high technical level,

age match,

entertainment.

Educational programs for this age group on the market can be classified as follows:

1. Games for the development of memory, imagination, thinking, etc.

2. "Talking" dictionarieswith good animation.

3. Art studios, protozoa graphic editor with picture libraries.

4. Games-travelling, "rpg".

5. The simplest programsBy ,and 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 outside 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 directing 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.

Today, many kindergartens are equipped with computer classes. But still missing:

Methods of using ICT in the educational process of preschool educational institutions;

· systematization of computer developing programs;

· unified program and methodological requirements for computer classes.

To date, this is the only , not regulated by special . Teachers have to independently study the approach and implement it in their activities.

Thus, we recognize that the computer is a new powerful tool for intellectual , it must be remembered that its use for educational purposes in preschool institutions requires careful organization of both the classes themselves and the entire regime as a whole.

2.3. Practical use of ICT in the classroom

The use of ICT to implement the integration of educational areas ensures the activity of children when examining, examining and visually highlighting the signs and properties of objects.

I use information technologies at all stages of the lesson: when explaining new material, consolidating, repeating, controlling.
The didactic material of ICT is diverse in content and form. I often use videos, photographs (reproductions) of the electronic encyclopedia, various tests, tasks of a developing nature.

When developing educational activities using ICT, I pay special attention to the health of children. Be sure to include physical and dynamic pauses, exercises for the eyes, changing positions.

Classes using information technology not only expand and consolidate the acquired knowledge, but also significantly increase the creative and intellectual potential of students.

Thus, the work spent on managing cognitive activity with the help of ICT tools justifies itself in all respects:

improves the quality of knowledge

advances the child in overall development

helps to overcome difficulties

brings joy to a child's life

Allows training in the zone of proximal development

creates favorable conditions for a better mutual understanding of the teacher and students and their cooperation in the educational process.

In addition, fragments of classes that use presentations reflect one of the main principles for creating a modern lesson - the principle of attractiveness. Thanks to the presentations, the children, who usually were not very active in the classroom, began to actively express their opinions and reason.

I have accumulated experience in the use of ICT in the formation of mathematical representations of preschool children. I include ICT in the organization of GCD on the formation of mathematical representations of preschool children. I use it to organize the direct educational activities of children, the joint developmental activities of the teacher and children, the creation of a developing environment (games, manuals, didactic materials). When using ICT, I rely on the fact that preschool children are dominated by visual-figurative thinking, so they actively use the principle of visibility in their work. To implement this principle, I use a variety of static and dynamic illustrative material. I also use the resources of the Internet, which allows them to make the process of forming mathematical representations of preschool children visual, information-rich and comfortable in the formation of mathematical representations of preschool children. In the practice of the work of the preschool educational institution, the computer game program "Lessons of the Wise Owl" and "Learning with the Logosha" are used

Their goal: to help solve the problems of the development of children of older preschool age, namely: attention, thinking (classification, seriation), spatial representations, speech development, vocabulary activation, consolidation of the concept of size (large, small, long, short, high, low), fixing the colors of the spectrum, geometric shapes, an exercise in direct counting within 10 and the ability to correlate a number with a number, the development of fine motor skills of the hand. The Wise Owl and the Logosha in a fun and accessible form help children work on the formation of mathematical concepts in children, as well as tell them a lot of interesting and interesting things. useful information. A feature of these programs is brightness and accessibility, ease of management, and fun games and interesting tasks await children at each stage of work.

I prefer using PowerPoint to create illustrative material for screen display. Rationale: the need to use ICT in GCD for the formation of mathematical representations of preschool children by the need to use a large amount of visual material that does not always meet modern requirements.

I use the presentation as part of the lesson, for example, to conduct a didactic game, to get acquainted with new material, to test knowledge, etc. But I see the main purpose of ICT in the performance of individual tasks, as well as in the demonstration of illustrative material. In addition, GCD using the PowerPoint program allows you to integrate audiovisual information in various forms (video, animation, slides, music), stimulate the attention of children due to the possibility of demonstrating phenomena and objects in dynamics.

ICT can be organically integrated into any stage of educational activities in the formation of mathematical concepts in children. It all depends on the topic of the lesson, the goals and objectives set, as well as on the general level of the group of children being taught. So, children can be brought to the computer at the beginning of the lesson. This will generate interest in the topic. Elements of ICT can be used in the middle of the lesson, which will allow you to change activities. The use of ICT is possible and appropriate in the final part of the classes at the stage of assessing the work of children, then the use of ICT acts as a reward for good work in the classroom.

In the classes on the mathematical development of preschoolers, with the help of a computer, I solve the problem of a lack of mobile visualization, when children, under my guidance, compare geometric shapes on the monitor screen in an overlay way, repeat forward and backward counting, the composition of a number, and solve problems for movement. The lesson includes all types of gaming activities: games for the development of mathematical abilities, a game for the development of attention and thinking, an outdoor game, games that combine speech and movement, games for the development of hand motor skills. She developed a series of didactic games for children of senior preschool age for the development of logical thinking, attention: “Find an extra figure”, “Logic tasks”, “Games with Gyenesh blocks”, “Who lives where?” They are in the electronic data bank of the preschool educational institution and are recommended to educators to work with children. To develop interest in speech development classes, I offer students creative tasks that can be expressed: in solving a crossword puzzle, a rebus on a topic. But first, a problem situation is created for the children. The use of presentations allows you to diversify the types of vocabulary work, to clearly demonstrate the division into groups of words according to various criteria. When introducing preschoolers to fiction, folklore, I include audio tools in the content of classes, offering recordings of exemplary reading of small literary works. This teaches expressive reading, the ability to feel the mood, to determine the character of the characters. Reading poetry to a well-chosen soundtrack causes a storm of emotions in the souls of young listeners, a desire to try to evoke the same feelings in others. Presentations help to conduct quizzes, learn the work from the illustration.

Using the program"Learning to speak correctly» helped to develop in children the ability to listen and identify desired sound determine the number of syllables, develop lexical and grammatical skills.

To teach preschoolers the basics of literacy, she developed the Game Library using a differentiated approach to children's tasks. The presentation helped to get rid of routine work for making cards.

In my work I implement the programs "Games for Tigers", "Develop Games for Preschoolers", "Learning with Logosha".

Game computer program “Lessons of Wildlife. The world".

With the help of the game computer program “Wildlife Lessons. The world around” I help children not only to get acquainted with the world around them, but also introduce them to the rules of safe interaction with it. The educational material is presented in a playful way that is most suitable for children's perception. Numerous tasks that the child performs while communicating with the animated character allow him not only to easily and firmly master the material of the program, but also to develop attention and logical thinking.

Children not only get acquainted with wild animals, but also help them in various problem situations, in return, animals play various educational games with children.

These teaching aids help me to activate the cognitive activity of pupils, provide a high degree of visualization of the educational process.

The basis of the lesson is the presentation of new material, illustrated by drawings, simple and animated diagrams, animation and video films.

Preschoolers have a poor life practice and therefore many images of the world around them are unfamiliar to them. AWith the help of ICT, we have the opportunity to select a rich illustrative material. Familiarizing children with the outside world is exactly the area where the use of visual and audio effects creates the most complete picture for the perception and use of the material presented in life.
However, even a large number of visual aids and demonstration posters will not be able to equally cover the entire amount of information available for multimedia technologies that combine text, sound,graphics, photos, videos in one digital representation, allowing children to create the most accurate representation of the world around them.

Solving this issue under the control of interactive software, with the use of modern technical and software tools (television and video equipment), a diverse

and precise information about:

1. animals and plants;

2. natural phenomena.

The use of multimedia tools in the classroom in a preschool institution does not change the methods of work (the use of visual and explanatory materials), but significantly deepens and expands the quality and volume of information presented to children. The use of modern technologies in the classroom allows students to demonstrate all the phenomena of nature, as well as all its inhabitants. It is possible to demonstrate not only the image of a particular individual or phenomenon, but also video materials, listen to sounds, which undoubtedly increases interest in new information, creating clearer ideas.
How exactly can you build a lesson on the study of the world around you using multimedia tools? I propose to consider this on the example of studying such a representative of the animal world as a brown bear.

1. Photo display

Fig.1. Brown bear

Fig.2. Brown bear and his footprints

2. Showing video material demonstrating the behavior and habits of the object under study in natural conditions (Fig. 3);

Rice. 3. Video about brown bears

3. Listening to the real sound of a bear roar

4. Studying the habitats of bears

Rice. 4. Bear habitats

5. The use of printed coloring pages, underdrawings, etc. in the classroom.

Rice. 5. Coloring "Bears"

Tasks to consolidate knowledge:

1. Name the animal / phenomenon;

3. Guess whose footprints;

4. Who lives where, etc.

And, nevertheless, one should not forget that multimedia technologies, being the best means for presenting versatile and extensive information, are not able to cover the entire spectrum of knowledge and give a 100% understanding of environmental objects. Thus, knowledge that is not transmitted by multimedia technologies includes knowledge transmitted through the organs of touch, smell, taste and tactile sensations. The solution to this issue is seen in the use of various handouts in the classroom, as well as conducting classes in the natural location of the studied objects (excursions and hiking).

A well-structured lesson on studying the world around with preschoolers, using handouts, going out into nature and using multimedia technologies, will not only delight children, but will also contribute to better memorization of information, and will also stimulate interest in studying the world around.

To conduct an interesting cognitive lesson, I use a variety of demonstration material so that children can clearly see objects of nature that cannot be observed directly in the immediate environment, plant development cycles, diagrams, etc.Also, video clips, interactive diagrams and models act as multimedia resources. The task of various kinds of slide shows and video clips is to show children those moments from the outside world, the observation of which directly causes difficulties. The task of schemes and models is to visualize processes in inanimate nature, such as the change of seasons, the water cycle, etc.

Communication with a computer helps to arouse a keen interest in a preschooler, first as a game, and then as an educational activity. I use this interest as a cognitive motivation for the development of arbitrary memory and attention, since it is these qualities that ensure the psychological readiness of the child to study at school.

2.4. The practice of using ICT during sensitive moments when organizing joint activities with a child.

I use ICT in the organization of additional education, during sensitive moments in the organization of joint activities of an adult with a child.

Children do not have the opportunity to attend the Opera and Ballet Theatre. Video recordings of excerpts from the performances take the child into the world of a fairy tale, stage effects give a sense of magic.

Presentations become especially relevant when studying folk dances. Together with the choreographer, we introduce our pupils to the customs and traditions of various peoples. All the variety of folk costumes is presented to children on bright pages of presentations. We include visual elements in the educational process. Children get acquainted with great composers, choreographers and dancers.

My pupils are engaged in the choreographic studio "Zadavaki".

With the help of multimedia presentations, together with the choreographer, we learn dance movements with children. Pictures of various dance movements or video demonstrations of movements, elements of composition appear on the monitor screen, which enables children to perform the movements correctly.

We use video materials to introduce children to choreographic works, to demonstrate concerts. Demonstration of concerts or individual concert numbers of state choreographic ensembles or other professional well-known dance groups raises the bar to which our pupils aspire.

ICT is an integral element in carrying out various types of events, to accompany theatrical scenes, performances, fairy tales with children, while interacting with the children themselves.

Use of the global Internet.

The computer gives me the opportunity to actively use access to global network Internet, effectively search and process information, use the Internet postal services, maintain contacts and carry out business communication.

For getting a new professional information use the internet, search enginesYandex, Rambler, Google.

The use of modern technologies, in particular the Internet,allows you to increase work efficiency, get acquainted with novelties ineducation, achievements and experience of colleagues.

Global computer network for the educational process - a powerful tool that organically fit into the subjects of educational areas, with the help of which I organized the process of broadcasting my own pedagogical experience and self-education.

Use of ICT in working with parents.

I use ICT in my work with parents: for communication, counseling, I use my website for this purpose, the website of a preschool institution, email, web page, electronic newspaper "Yagodka".I use digital photographic equipment and a video camera for presentations, virtual tours, as well as for exchanging photo and video files with parents.

There is also a new form of work. Parents record morning performances, joint events on a video camera and, together with the child, review the material and analyze it. Parents see for themselves. Evaluation of the child's activity is objective.

When conducting parent-teacher meetings, we use presentations, which makes the information more aesthetic, interesting and visually tangible. We also use computer technologies in the production of information leaflets, folders, information stands, in the design of parental corners, booklets.

It should be noted that one of the innovative forms of work with parents is the use of the official website of the kindergarten, where parents can get acquainted with the conditions, dynamics and originality of educational work with children in kindergarten. The necessary information is brought to the attention of parents on the issues of ensuring the protection of the rights of the child, his upbringing, preparation for school, and the development of his abilities.To involve parents in the educational process, information technology also helps. Using digital equipment and photo editing programs, we create collages, photo reports about past holidays, entertainment with children, posters,photo exhibitions on various topics and placed in the information corner for parents.

From the pages of the site, parents receive information about methods of preserving the health of children, their safety, the rules of the child's behavior in the family and in society, helpful tips for the education and upbringing of preschool children. Many parents get acquainted with the materials of the site with interest.Using the camcorder and related software is a completely new way to view, store and share public access all video content. We show the filmed interesting stories to parents at parent-teacher meetings. We also prepare booklets for parents on regime moments and other topics. We create media libraries that are of interest not only for teachers, but also for parents.

By introducing various forms of communication and information technologies into practice, the degree of participation of parents in the educational process has significantly increased.

IV . Recommendations for organizing virtual tours

The use of ICT in the educational process, as an innovative approach in education, has expanded the possibilities for improving the educational process.

ICT plays an invaluable role in getting acquainted with local history material through the use of virtual excursions.

A virtual tour is an organizational form of educational activity that differs from a real tour by a virtual display of real-life objects. The advantages are accessibility, the possibility of repeated viewing, visibility, the presence of interactive tasks.

A virtual tour in working with preschoolers allows you to get visual information about places that are inaccessible to a real visit, save time and money. The advantages of these excursions are that the educator himself selects the material he needs, draws up the necessary route, changes the content according to the goals and interests of the children.

As with the development of any project, the preparation of a virtual tour is based on a certain algorithm of actions that allows you to achieve a successful result. The most important "steps" in creating a virtual tour are:

choice of topic;

determination of the purpose and objectives of the excursion;

selection of literature and compilation of bibliography;

determination of sources of excursion material;

selection and study of excursion objects;

scanning of photographs or other illustrations necessary for the presentation of the project,

drawing up an excursion route based on a video sequence;

preparation of the text of the excursion;

determination of the technique of conducting a virtual tour;

tour showing.

The topics of excursions are selected taking into account age characteristics, interests of children, calendar and thematic planning. We start by choosing a topic, defining the purpose and objectives of the tour. Then we select literature and actively carry out preliminary work with parents. Further, on the basis of the received material, we study in detail the excursion objects, draw up an excursion route based on the video sequence, determine the technique of conducting a virtual excursion and prepare the text (comment) of the excursion. The accompanying commentary may be presented in text form or as an audio recording of the tour guide's voice.

We immerse the child in the plot of organized educational activities by creating motivation through the creation of problematic gaming cognitive situations;

We conduct a tour through a computer Skype or watching a video tour with a discussion.

Repeated viewing of video clips at the request and interests of children.

We end the virtual tour with a final discussion, during which, together with the children, we summarize, systematize what we saw and heard, and share our impressions.

Conducting a virtual tour can be carried out in group or individual activities, the main thing is that the information satisfies the cognitive interests of children and contributes to the use of the mastered material in the practical activities of children (plot-role-playing game, visual, modeling, musical, cognitive, research, motor activities).

Forms of virtual tours

Multimedia presentations with PowerPoint (“Painting by Russian Artists”, “Folk Toys”, “What a Builder (Dentist, Optometrist, Cook) Needs”, “History of Watches”, “Road Alphabet”, etc.)

Video tours (Excursions "Cities of the Tambov region", "Architecture of Tambov: past and present", "Antarctica", "Chocolate factory", "Where is paper made?", "How a book, a newspaper is created", "Is it possible to live in the desert?", “What is inside the volcano?”, “Russian Museum”, etc.);

Interactive communication using Skype allowed to expand the possibilities for the development and implementation of a cycle of activities that contribute to the enrichment of the play activities of older preschoolers in the process of getting to know professions. Children have the opportunity to take a virtual tour of workplace their parents (project “I’m with my mom (dad) at work”); to acquaint children with the life of children in the Far North (the project “It's great to live together!”), to form ideas about the local history museum, etc.

The use of virtual tours forms in children the need to obtain information using available means, increases motivation for learning, and forms an active personal position in the world around them.

During virtual excursions, the interaction of the teacher with pupils changes: his activity gives way to the activity of the pupil, the task of an adult is to create conditions for their initiative. Pupils act as full participants, their experience is no less important than the experience of an adult, it encourages pupils to independent search, research.

I have created a series of virtual tours.

With the help of virtual tours, preschoolers got acquainted with the architecture of old and modern Tambov, visited the homeland of S.V. Rachmaninov, traveled through the streets of their native city. Virtual tours can be used in their work by educators, preschool specialists, parents. The local history orientation of virtual excursions contributed to the formation of moral and patriotic qualities among preschoolers, the upbringing of love for their small homeland.

III . CONCLUSION

From the foregoing, we can conclude that the use of the methodological development “Use of information and communication technologies in a preschool educational institution” will help improve the professional level of teachers, encourage them to look for new non-traditional forms and methods of teaching, and show creativity. It also helps to understand whatICT cannot be excluded from the process of teaching preschoolers, but on the contrary, it proves the need for the active inclusion of these technologies in the educational process.

Based on self-analysis of the results of my pedagogical activity on the use of ICT in work with preschoolers, we can conclude that the following happened:

Changes in the quality of pupils' knowledge;

Changes in the level of upbringing;

Changes in memorization of content;

Changes in the development of interest in educational activities.

Recognizing that the computer is a new powerful tool for the intellectual and creative development of children, it must be remembered that its use for educational purposes in preschool institutions requires careful organization of both the classes themselves and the entire regime as a whole.

There is no doubt that in modern education the computer does not solve all the problems, it remains just a multifunctional technical teaching aid. The use of information technology tools will make the process of learning and development of children quite simple and effective.

Thus, the use of ICT in working with preschoolers makes it possible to expand the horizons of the child, enrich the pedagogical process, stimulate individual activity and the development of children's cognitive processes, and educate a creative person adapted to life in modern society.

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