Computer technologies as a means of development of preschool children. The use of computer technologies in preschool education

“ICT in the educational process of preschool educational institutions” - Objects and toys. Child. Strategy for the development of the information society. Webinar participant certificate. Creation of conditions. Selection of computer games. Level of professional competence. Specialized computer programs. System of organizational and methodological support. Expected results.

“Food in kindergarten” - Warehouse accounting. Product accounting. Accumulation statements. System requirements. Report on product balances. Set of settings. Statement of fulfillment of the supply contract. Cost of the software product. Rejection of raw products. Request for release from warehouse. Collection of technological standards. Rejection of finished products.

“Innovations of preschool education” - Innovative project for kindergarten. Project work plan. Preschool education – traditions and innovations. Project implementation stages. Project method in preschool educational institutions. Innovations in preschool educational institutions. Magic astronomy. Workers learning programs. Innovation. Project name.

“ICT in the work of preschool educational institutions” - Multimedia presentations. Experts identify a number of requirements. Possibility of individualization of training. Areas of application of information and communication technologies. Multimedia way of presenting information. It is impossible to imagine a world without information resources. The game is the main condition for using a computer in a preschool educational institution.

“Technologies for teaching preschoolers” - Game functions. Personality-oriented technologies. A special type of human activity. Cognitive and research activities. Classification of children's games. Project activities. Health-saving technologies. Modern technologies for teaching preschoolers. Topics for children's research work.

“ICT in preschool educational institutions” - New disc Alisa Studio. Computer games market. ICT is a technology for information exchange and communication. Main directions of ICT development in preschool educational institutions. Perspective. Informatization as a resource for improving the quality of education. Informatization of society poses challenges for preschool teachers. Opportunities for using ICT to improve quality.

There are 15 presentations in total

Elena Antontseva
Computer technologies in preschool educational institutions

Just 10 years ago, many educators collected magazine files, clippings from periodicals, bright illustrations, and all of this was stored in piles somewhere on a shelf. Now there is no such need, because there is so much information, slides, presentations, educational and educational cartoons, games, exercises, etc. on the Internet! One can only regret that there is not enough time to cover all this and try it out in one’s work.

Just recently, both the Internet and Cell Phones, And computers, and all sorts of other things. There was an opinion among my colleagues that we didn’t need all this; let young people study, play and work on them. But life in modern society dictates its own rules. Now we're together we are surprised: “How could we manage without them!”

And we are teachers! We must keep up with the times, be a guide for the child to the world of new technologies. Therefore, preschool education cannot remain on the sidelines, without ICT (informational computer technology) . ICT refers to the use computer, Internet, TV, video, DVD, CD, multimedia, audiovisual equipment.

Here are some site names for preschoolers:

Project of social animation videos of the Federal Agency for Press and Mass Communications, "Russian Geographical Society" and administrations of cities and regions.

Internet – gallery of paintings

RazToys" is a site for children and their parents who care about the harmonious development and upbringing of their children.

Portal of ready-made presentations

Children's portal "Teremok"

The world with your own hands

Good storyteller

Children's video clips

Bukashka - a site for the youngest boys and girls, to help their parents

I would be glad to hear about other sites for preschoolers.

The use of ICT provides many advantages; they are difficult to overestimate.

Children learn the educational material faster because they are very interested. ICTs allow the use of group and individual forms of training. The information used is selected taking into account the age characteristics of the child and his level of preparedness. Data technologies can be used during joint and independent activities, games, holidays, and various events. The preschooler gains self-confidence and his status increases. The use of electronic educational resources in working with children serves to increase the cognitive motivation of pupils; accordingly, there is an increase in their achievements, key competencies. Parents, noting their children’s interest in preschool educational institutions, treat teachers with more respect, listen to their advice, and participate more actively in group projects.

It is very important that teachers have the opportunity and, most importantly, the desire to use ICT in their work. I wish you creative success!

Publications on the topic:

“Computer games” Parent meeting. Dear parents. Our parent meeting doesn't end there. I would like to discuss with you a hot topic that concerns each of them.

Health-saving technologies in preschool educational institutions. Consultation for educators Preschool age is rightfully considered the most important period in the process of human personality formation. At this age it is more intense.

Health-saving technologies in preschool educational institutions Health-saving technology is a system of measures that includes the interrelation and interaction of all factors of the educational environment aimed at

Gaming technologies in preschool educational institutions Game is the leading type of activity most accessible to children; it is a way of processing impressions and knowledge received from the surrounding world.

Gaming technologies in preschool educational institutions Gaming technologies in preschool educational institutions. “The game generates joy, freedom, contentment, peace in oneself and around oneself, peace with the world” Friedrich Froebel Game.

Innovative technologies in preschool educational institutions Introduction to the work of preschool educational institutions of innovative technology: “Preschooler’s Portfolio.” The introduction of new technologies may be due to a number of reasons.

“We live in an era when the distance from the wildest fantasies to completely real reality is shrinking with incredible speed.”

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GRADUATE WORK

On the topic: “Information and computer technologies as a method of teaching preschoolers”

Introduction

1.4 The use of ICT in preschool educational institutions, their significance and role in the development process of preschool children computer training preschooler multimedia

1.5 Preserving the health of children when working with a computer

2.2 Creation of presentation games for children of senior preschool age on mathematical development

Conclusion

Introduction

Modern education cannot be imagined without the use of information resources. The gradual use of computer technologies is also included in the preschool education system. Informatization of general education in our country already has its own history and traditions. The computer is actively entering our lives, becoming a necessary and important attribute not only in the life of adults, but also as a means of teaching children.

In conditions modern development society and production, it is impossible to imagine a world without information resources, no less significant than material, energy and labor. The modern information space requires computer skills not only in elementary school, but also in preschool childhood. Modern research in the field of preschool pedagogy K.N. Motorina, S.P. Pervina, M.A. Kholodnoy, S.A. Shapkin and others indicate the possibility of mastering a computer by children aged 3-6 years. As is known, this period coincides with the moment of intensive development of the child’s thinking, preparing the transition from visual-figurative to abstract-logical thinking.

When using computer technologies, children's interest in educational activities increases significantly and the level of cognitive capabilities increases. Computer programs teach independence and develop self-control skills. The use of computer learning tools also helps to develop composure, concentration, perseverance in preschoolers, and introduces empathy.

Computer classes are of great importance for the development of voluntary motor skills of the fingers. In the process of performing computer tasks, they need, in accordance with the assigned tasks, to learn how to press certain keys with their fingers and use the mouse.

The use of multimedia presentations allows you to make classes emotionally charged, interesting, and are an excellent visual aid and demonstration material, which contributes to the good performance of the class. With the help of multimedia presentations, children learn complexes of visual gymnastics and exercises to relieve visual fatigue.

The computer can enter a child's life through play. Game is one of the forms of practical thinking. Outside of class, computer games help consolidate children's knowledge; they can be used for individual work with children.

Recently, information and communication technologies have become a good assistant for teachers in organizing educational and correctional work.

Chapter I. Theoretical basis teaching preschoolers

1.1 The essence of the learning process in preschool educational institutions

The learning process is a purposeful, organized with the help of special methods and various forms, active learning interaction between an adult and a child. Education in preschool age, according to V.I. Yadeshko, this is a systematic, planned, purposeful process of developing children’s cognitive abilities, equipping them with a system of basic knowledge, and developing skills and abilities to the extent provided for by the kindergarten education program. Learning is communication between those who have knowledge and experience and those who learn it.

The learning process has a clear structure. Its leading element is the goal. The teacher, as the organizer of the educational process, always has in his mind an ideal idea of the result he strives for in his educational interaction with the child. The psychological and pedagogical significance of the goal lies in the fact that it organizes and mobilizes the teacher’s creative forces, increases the effectiveness of his educational interaction with children, and helps select and choose the most effective content, methods and forms of work.

The structural element around which the pedagogical action unfolds, the interaction of all participants in the training, is the content of the training. The content is determined by the program for the education and development of preschool children.

An essential element of the structure of the learning process is teaching methods. They are ways of educational interaction between the teacher and children. The nature of the learning process largely depends on the individuality of the teacher and the age characteristics of the children. In pedagogical practice, a huge role is played not so much by the potential effectiveness of the teaching methods themselves, but by the individual methodological system of the teacher, the established system of his interaction with children. Teaching methods are ways of working not only for the teacher, but also for preschoolers. Any method is effective only when it unites both sides in active interaction and contributes to the transformation of the teacher’s methodological system into methods of children’s cognitive activity.

The learning process is unthinkable without such an element as organizational forms. The leading form of teaching in kindergarten is the lesson. The variety of types and forms of organization of education in kindergarten makes education as close as possible to the needs and capabilities of preschool children.

The learning outcomes as the final component of the process involve not only the acquisition of knowledge and skills by children, but also the development of mental strength and abilities, and the formation of attitudes towards the environment. Hence, the learning process includes the activity of the teacher - teacher (educator) and the active activity of the learning children. The latter takes place under the direct guidance of the teacher, under his organizing influence. Thus, learning is a specially organized interrelated activity of those who teach (teaching) and those who are taught (teaching).

1.2 The uniqueness of teaching in kindergarten

The development and education of children must begin from early childhood. These processes require a very careful attitude to them, systematicity and coherence in the work of parents and teachers. The development of the child as a whole and his attitude to learning in the future will depend on how adults treat the education of children from early preschool age. Preschool children are a special category that requires increased attention and diversity in the teaching process when learning.

The pedagogical process has its own characteristics. Firstly, it is imperative to take into account age and their age-related characteristics when planning and composing activities. In accordance with the age of the children, materials for classes, games, and the complexity of tasks are selected. Those tasks that younger children (fourth year of life) will complete with interest, older children (sixth year of life) will do reluctantly. Secondly, it is necessary to take into account that the predominant activity of preschoolers is play. In the game, they acquire communication skills with peers, learn to model situations and solve various kinds of situations. When planning, you need to include several games in the lesson to keep them engaged. In the learning process, you need to use a variety of games: to consolidate the material covered, to repeat what you have learned, and role-playing games. In the game, the child will be able to further reveal his capabilities and talents. Thirdly, preschoolers are quite prone to imitating the actions and behavior of adults. Based on this, both the teacher and the family environment should be a subject to follow. It is necessary to talk with the child so that he can understand how to act correctly in a given situation, how to resolve a conflict that suddenly flares up. The next feature is that they perceive all the material visually. What does this mean? This means that virtually all material must be illustrated. Illustrations should be bright, clear, and easily visible. In preschool children, 50% of all information is absorbed through visual analyzers. 40% of the volume of information is perceived at the level of tactile senses, that is, they need to touch and feel everything, then they perceive the prepared material better and remember it faster. And they perceive only 10% of all information by ear, which means that they can listen and forget. Another very important feature of preschoolers is that they get tired very quickly. Their classes last no more than 35 minutes. During classes, it is necessary to frequently change activities so that children do not become overtired. It is imperative to use physical education minutes, physical education breaks and various gymnastics (for the eyes, finger, acupressure massages).

When organizing the learning process, it is necessary to take into account the individual characteristics and needs of students as much as possible, and to implement an individual approach to learning. Based on the level of development of a particular child, offer him tasks and ask questions.

If the teacher takes into account all these features when planning the learning process, the whole process for children will turn into an exciting game. If you treat this very responsibly and seriously, you can achieve very good results.

1.3 Methods of teaching preschoolers

In preschool pedagogy, a classification of teaching methods has been adopted, which is based on the basic forms of thinking (visual-effective and visual-figurative).

VISUAL METHODS

1- Observation - the ability to peer into phenomena

the world around us, notice the changes taking place,

establish their reasons.

Types of observations:

short-term and long-term;

repeated and comparative;

recognizing character;

for changing and transforming objects;

reproductive nature.

Didactic requirements for observation

1-object of observation should be interesting for children;

The 2-object is observed under conditions that make it possible to identify its characteristic features;

3-the teacher outlines the purpose of observation, determines the range of new knowledge, and thinks through their connection with the children’s experience;

4-children are given a target setting for observation;

5-stimulating mental activity and independence of children;

6-the knowledge acquired in the process of observation, the feelings that have arisen and the attitude towards what is observed should be developed in the activities of children;

7-consistency and systematicity of observation;

8-accompanying observation with precise and specific words.

2- Demonstration of visual aids (objects, reproductions, filmstrips, slides, videos, computer programs).

Visual aids used to familiarize yourself with the environment: didactic pictures combined in a series; reproductions of paintings by famous artists;

book graphics; subject pictures; educational films.

VERBAL METHODS AND TEACHING TECHNIQUES

1- Teacher's story.

The story achieves its goal if: the teacher sets an educational and cognitive task for the children; the main idea or thought is clearly visible in the story; the story is not overloaded with details; its content is dynamic,

in tune personal experience preschoolers, evokes a response and empathy in them; An adult's speech is expressive.

2- Children's stories (retelling fairy tales, stories based on paintings, about objects, from childhood experience, creative stories).

3- Conversation.

According to didactic tasks there are: introductory

(preliminary) and final (summarizing) conversations.

4- Reading fiction

PRACTICAL TRAINING METHODS

1- Exercise is the repeated repetition by a child of mental or practical actions of a given content (imitative-performing nature, constructive, creative).

Didactic rules for conducting exercises:

1-set a learning task for children;

2-show the method of performing actions with a simultaneous verbal explanation;

3 repetitions of exercises with a gradually more complex task, with the introduction of new work techniques and subject equipment;

4-control by the teacher; transition from direct to indirect control, development of elements of self-control in children.

2-Elementary experiments, experimentation.

Elementary experience is the transformation of a life situation, object or phenomenon in order to identify hidden, not directly presented properties of objects, establish connections between them, reasons for their change, etc.

3- Modeling is the process of creating models and using them

to generate knowledge about properties, structure, relationships, connections

objects (D. B. Elkonin, L. A. Wenger, N. N. Poddyakov).

It is based on the principle of substitution (a real object is replaced by another object, a conventional sign). Subject models, subject-schematic models, graphic models are used.

GAME METHODS AND TEACHING TECHNIQUES

1. Didactic game

2. An imaginary situation in expanded form:

with roles, game actions, corresponding

gaming equipment.

1.4 The use of ICT in preschool educational institutions, their significance and role in the development process of preschool children

Usage information technologies in education makes it possible to enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.

The possibilities of using a modern computer make it possible to most fully and successfully realize the development of a child’s abilities.

The use of computers in educational and extracurricular activities looks very natural from a child’s point of view and is one of effective ways increasing motivation and individualization of training, developing creative abilities and creating a favorable emotional background.

Information and communication technologies develop the child’s intellectual and creative abilities, which is very important in preschool childhood - the ability to independently acquire new knowledge.

Compared to traditional forms of teaching preschoolers, the computer has a number of advantages: presenting information on the computer screen in a playful way arouses great interest in children; movements, sound, animation attract the child’s attention for a long time; in the process of his activities at the computer, the preschooler gains self-confidence, that he can do a lot; The computer is very “patient”, never scolds the child for mistakes, but waits for him to correct them himself. The use of information technology will make the process of learning and development of children quite simple and effective, free them from routine manual work, and open up new opportunities for early education.

Scientific research on the use of educational and educational computer games, organized and conducted by specialists from the Association “Computer and Childhood” in collaboration with scientists from many institutes since 1986, and studies conducted in France, have shown that thanks to the multimedia method of presenting information, the following are achieved: results:

Children more easily grasp the concepts of shape, color and size;

The concepts of number and set are comprehended more deeply;

The ability to navigate on a plane and in space appears faster

Trains attention efficiency and memory;

They master reading and writing earlier;

Vocabulary is actively expanding;

Fine motor skills develop, the finest coordination of eye movements is formed.

The time of both simple reaction and choice reaction is reduced;

Purposefulness and concentration are fostered;

Imagination and creative abilities develop;

Elements of visual, figurative and theoretical thinking develop.

The formation of elementary mathematical concepts occurs on the basis of the construction and use of visual models by children.

Teachers have selected many computer programs designed to develop elementary mathematical concepts in children aged four to seven. Programs for teaching counting and designating sets with numbers, consolidating knowledge about the size of objects, their shape, getting acquainted with geometric shapes (flat: circle, square, rectangle, triangle, etc.). Orientation in space (near, far, right, left) and time (day, day, month, year). Computer mathematics programs help children consolidate the idea that number does not depend either on the objective content of the set or on the spatial arrangement of its elements.

In the computer programs of this series, children practice forward and backward ordinal counting, learn to solve addition and subtraction problems, and determine the composition of a number (within 10). They carefully look at the pictures on the screen depicting different figures, and look for them in the surrounding objects with interest. With successful counting, solving problems, and making the right choice, pictures are completed on the screen, objects are moved, the game situation changes, and the child is offered new, more difficult tasks. Thanks to these programs, classes become relaxed and create a desire to succeed.

Computer mathematical games, helping to consolidate and clarify specific mathematical content, contribute to the improvement of visual-effective thinking, transferring it into a visual-figurative plan, form elementary forms of logical thinking, teach to analyze, compare, generalize objects, require the ability to concentrate on a learning task, remember conditions , do them correctly. Computer math games do not impose a pace of play on children; they take into account children’s answers when creating new tasks, thereby providing an individual approach to learning.

There are unreasonably few computer mathematical programs for children of senior preschool age with role-playing methods of solution. Meanwhile, it is precisely such programs that will help attract children’s attention to the inner world of others, encourage them to put themselves in their place, and help them overcome obstacles. “All computer programs for preschoolers should have a positive moral orientation, they should not contain aggressiveness, cruelty, or violence.” Programs with elements of novelty, surprise, and unusualness are of particular interest.

Computer mathematical programs and didactic tasks developed by teachers for children of senior preschool age are based on the principle of self-control.

Information technology (from the English information technology) is a wide class of disciplines and areas of activity related to technologies for managing and processing data, as well as creating data, including using computer technology.

Recently, information technology is most often understood as computer technology. In particular, information technology deals with the use of computers and software for storing, converting, protecting, processing, transmitting and receiving information.

The use of modern computers in working with preschool children is just beginning. Currently, this is due to the need for significant changes in the preschool education system.

The success of these changes is associated with updating the scientific, methodological and material base of the preschool institution. One of the important conditions for renewal is the use of new information technologies.

Today, information technologies significantly expand the capabilities of teachers, specialists in the field of early education and parents. The possibilities of using a modern computer make it possible to most fully and successfully realize the development of a child’s abilities.

Unlike conventional technical means of education, information and communication technologies make it possible not only to saturate the child with a large amount of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and what is very important in early childhood - the ability to independently acquire new knowledge.

The ability of a computer to simultaneously reproduce information in the form of text, graphics, sound, speech, video, remember and process data at enormous speed allows specialists to create new means of activity for children that are fundamentally different from all existing games and toys. All this places qualitatively new demands on preschool education - the first link of lifelong education, one of the main tasks of which is to lay the potential for enriched development of the child’s personality. Therefore, it is necessary to introduce information technologies into the system of preschool education and training. Practice has shown that this significantly increases children's interest in activities and increases the level of cognitive capabilities.

The use of new unusual methods of explanation and reinforcement, especially in a playful form, increases children’s involuntary attention and helps develop voluntary attention. Information technology provides a person-centered approach. The capabilities of the computer make it possible to increase the volume of material offered for familiarization. In addition, for preschoolers the same program material must be repeated many times, and the variety of presentation forms is of great importance.

Outside of class, computer games help consolidate children's knowledge; they can be used for individual lessons with children who are ahead of their peers in intellectual development or lagging behind them; for the development of mental abilities necessary for intellectual activity: perception, attention, memory, thinking, development of fine motor skills.

Computer programs teach independence and develop self-control skills. Young children require more help when completing tasks and step-by-step confirmation of their actions, and automated control of correctness frees up the teacher’s time for parallel work with other children. The use of computer learning tools also helps to develop composure, concentration, perseverance in preschoolers, and introduces empathy.

The areas of application of ICT for the development of preschool children are quite wide:

a) Use of the global Internet.

Modern education is difficult to imagine without Internet resources. The Internet has enormous potential for educational services. E-mail, search engines, and electronic conferences are becoming an integral part of modern education. On the Internet you can find information on the problems of early learning and development, about innovative schools and kindergartens, foreign early development institutes, and establish contacts with leading experts in the field of education.

Therefore, in recent years there has been a massive introduction of the Internet not only into school, but also preschool education. The number of information resources in all areas of children's education and development is increasing.

The Internet is truly becoming available for use in the educational process.

The opportunities provided by network electronic resources make it possible to solve a number of problems that are relevant for specialists working in the preschool education system.

Firstly, this is additional information that for some reason is not in the printed publication.

Secondly, it is a variety of illustrative material, both static and dynamic (animations, video materials).

Thirdly, in information society network electronic resources are the most democratic way to disseminate new methodological ideas and new teaching aids, available to methodologists and teachers regardless of their place of residence and income level.

The use of Internet resources makes it possible to make the educational process for older preschoolers information-intensive, entertaining, and comfortable. Information and methodological support in the form of electronic resources can be used when preparing a teacher for classes, for example, to study new techniques or when selecting visual aids for classes.

Electronic teaching aids are designed specifically for preschool children. They will help you learn how to write letters and learn to read. These developments fully take into account the mental, cultural and social characteristics of children’s comprehension of such cultural phenomena as words and word composition.

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

b) Use of educational computer programs.

The capabilities of the computer make it possible to increase the volume of material offered for familiarization. A bright glowing screen attracts attention, makes it possible to switch children's audio perception to visual, animated characters arouse interest, and as a result, tension is relieved. But today, unfortunately, there is an insufficient number of good computer programs that are intended for children of this age.

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

Research character

Easy for a child to practice independently,

Development of a wide range of skills and understandings,

High technical level,

Age suitability,

Entertaining.

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

1. Games for developing memory, imagination, thinking, etc.

2. "Talking" dictionaries of foreign languages with good animation.

3. ART studios, simple graphic editors with libraries of drawings.

4. Travel games, “action games”.

5. The simplest programs for teaching reading, mathematics, etc.

The use of such programs allows not only to enrich knowledge, but also to use the computer for a more complete acquaintance with objects and phenomena that are beyond the child’s own experience, but also to increase the child’s creativity; the ability to operate with symbols on a monitor screen helps optimize the transition from visual-figurative to abstract thinking; the use of creative and director's games creates additional motivation in the formation of educational activities; Individual work with a computer increases the number of situations that a child can solve independently.

c) Use of multimedia presentations.

Multimedia presentations make it possible to present educational and developmental material as a system of vivid supporting images filled with comprehensive structured information in an algorithmic order. In this case, various channels of perception are involved, which makes it possible to embed information not only in factual, but also in associative form in the memory of children.

The purpose of this presentation of developmental and educational information is to form a system of thoughts and images in children. Presenting material in the form of a multimedia presentation reduces learning time and frees up children's health resources.

The use of multimedia presentations in the classroom makes it possible to build the educational process on the basis of psychologically correct modes of functioning of attention, memory, mental activity, humanization of the content of learning and pedagogical interactions, reconstruction of the learning and development process from the standpoint of integrity.

The basis of any modern presentation is to facilitate the process visual perception and remembering information using vivid images. The forms and place of use of a presentation (or even a separate slide) in a 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 material;

the ability to demonstrate various objects using a multimedia projector and projection screen in a greatly enlarged form;

combining audio, video and animation effects into a single presentation helps compensate for the amount of information children receive from educational literature;

the ability to demonstrate objects that are more accessible to the intact sensory system;

activation of visual functions and visual abilities of the child;

Computer presentation slide films are convenient to use for displaying information in the form of printouts in large font on a printer as handouts for classes with preschoolers.

The use of multimedia presentations allows you to make classes emotionally charged, attractive, arouse keen interest in the child, and are an excellent visual aid and demonstration material, which contributes to the good results of the lesson. Thus, the use of multimedia presentations in classes in mathematics, music, familiarization with the outside world ensures the activity of children when examining, examining and visually identifying the signs and properties of objects; methods of visual perception, examination, and identifying qualitative, quantitative and spatio-temporal elements in the objective world are formed. signs and properties, visual attention and visual memory develop.

With the help of multimedia presentations, children learn complexes of visual gymnastics and exercises to relieve visual fatigue. Pictures appear on the monitor screen - symbols of various exercises. Children love both exercise and multimedia. They perform “Stars”, “Fish”, “Winter Forest” and other exercises while looking at the screen. Children's eye movements 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 methods and technologies of work, but is an additional, rational and convenient source of information, clarity, creates a positive emotional mood, motivates both the child and his mentor; thereby speeding up the process of achieving positive results at work.

Thus, the use of computer technology makes it possible to optimize the correctional pedagogical process, individualize the education of children with developmental disorders and significantly

increase the efficiency of any activity.

In addition, in the process of conceiving and creating new tasks for correctional and developmental classes using a computer and a multimedia projector, the creative qualities of the teacher are developed and improved, and the level of his professional competence grows. The desire of an adult to diversify children’s activities, to make classes even more interesting and educational, brings them to a new level of communication and mutual understanding, develops children’s personal qualities, and contributes to excellent automation of the skills acquired in classes at a new communicative stage of pedagogical and correctional influence. Thus, informatization of education opens up new ways and means of pedagogical work for educators and teachers.

Computer, multimedia - information processing tools that can become powerful technical means training, correction, means of communication necessary for the joint activities of teachers, parents and preschoolers.

By playing computer games, a child learns to plan, build the logic of elements of specific events and ideas, and develops the ability to predict the outcome of actions. He begins to think before he acts. Objectively, all this means the beginning of mastering the basics of theoretical thinking, which is an important point in preparing children for school. One of the most important characteristics computer games have an educational function. Computer games are structured in such a way that a child can get not just a single concept or a specific learning situation, but will receive a generalized idea of all similar objects or situations. Thus, he develops such important thinking operations as generalization and classification of objects according to characteristics.

Computer games increase the self-esteem of preschoolers. It should be noted that the achievements of children do not go unnoticed by themselves and others. Children feel greater self-confidence and master visual and effective thinking operations. The use of computer games develops a child’s ability to find the largest number of fundamentally different solutions to a problem.

The plot of the program itself tells the children whether they made the right or wrong decision. In preschool age, methods of external encouragement are widely used: when game problems are solved correctly, the child hears cheerful music, or sees a sad face if the problem is solved incorrectly. Children wait for the assessment and react emotionally to its character. They have a strong emotional positive attitude towards classes and the computer. The use of interactive equipment when teaching older preschoolers mathematics, music, and fine arts helps to consolidate and clarify specific mathematical content, helps improve visual-effective thinking, transfers it to a visual-figurative plan, forms elementary forms of logical thinking, and develops a sense of color.

1.4 Preserving the health of children when working with a computer

Any teacher and parent is concerned about a completely natural question about the possible negative impact of computer technology on the child’s body. Typically, preschool children are recommended to stay for 15 to 20 minutes, or even no more than 10 minutes. Many children spend much more time on the computer without any harmful effects. Recognizing that the computer is a new and powerful tool for the intellectual development of children, it is necessary to remember that its use in the development of children of senior preschool age requires careful organization of both the classes themselves and the entire regime as a whole.

When computers and interactive equipment operate indoors, specific conditions are created: humidity decreases, air temperature rises, the number of heavy ions increases, and electrostatic voltage in the area of children's hands increases. The intensity of the electrostatic field increases when finishing the cabinet with polymer materials. The floor must have an antistatic coating, and the use of carpets and rugs is not permitted.

To maintain an optimal microclimate, prevent the accumulation of static electricity and deterioration of the chemical and ionic composition of the air, it is necessary to: ventilate the office before and after classes, wet cleaning before and after classes. It is recommended to conduct classes with older preschoolers once a week in subgroups. In his work, a teacher must necessarily use a set of eye exercises.

A single standard of 15-20 minutes for everyone is not acceptable. Most likely, differentiation depending on the type of monitor, keyboard, etc. would be more appropriate. When calculating the maximum time that can be spent at a computer, it is advisable to take into account all the technical indicators of the existing system. The most reliable indicator of the negative impact of a computer is the child’s well-being.

At the same time, the teacher must perfectly know the content of all computer programs, their operational characteristics (the specifics of the technical rules for operating with each of them). The structure of each game has its own characteristics. A lesson with one subgroup, including children’s activities at the computer, educational conversation, games, eye exercises, etc., can last from 20 to 25 minutes. In this case, children can be behind the screen for no more than 7-10 minutes. Considering that no more than 3-5 children are studying at the same time (this directly depends on the number of computers and the chosen form of work), it takes at least 2 hours to serve one age group.

Only a teacher - a master - can bear such a load and correctly use the computer as a powerful means of individual influence on the intellectual, emotional and moral development of each child. Teachers try to work creatively. A teacher is always a researcher. He skillfully switches attention from the child’s behavior, his actions, emotional manifestations, speech, to the results obtained during the game, encouraging him to independently search for ways and achieve the goals set in the game. By encouraging children to accept or set game tasks and search for their own options for completing them, the teacher develops their initiative and creative potential. A child in play always appears not as a performer, but as a creator of his own activity. The main goal of the teacher is not to learn this or that computer program with children, but to use its game content to develop memory, thinking, imagination, and speech in a particular child. And this can be achieved if the baby himself carries out the entire program with pleasure. Each computer mathematical game is carried out taking into account the main components of the complex method. How to unobtrusively and imperceptibly revive, expand, and consolidate the experience gained by children depends on pedagogical skill. Game problem situations related to the content of game problems can be created through minor changes in the content of mathematical games.

It is reasonable to set time limits on PC activities, but children of this age have very little involuntary attention (10-15 minutes), so, as a rule, children cannot stay at the computer for a long time. For children 5-6 years old, the norm should not exceed 10 minutes. The frequency of classes is 2 times a week. A normally developing child at this age moves 70-80% of the time he is awake, so for now the question of “staying” at the computer is not relevant.

In accordance with the hygienic requirements for organizing training sessions using new information technologies, the duration of work with a computer depends on the individual age characteristics of the students.

Chapter II. Experimental work on creating multimedia presentations

2.1 The use of multimedia presentations and computer programs in teaching preschool children in preschool educational institutions

Existing computer programs can help children develop memory, attention, learn something new about the world around them, introduce letters and much more. However, the modern market is overflowing with a variety of computer games, the objectives of which do not include the education and development of children. These are various kinds of action, doom games with aggressive content, arcades, simulators

Research conducted by medical professionals in Switzerland showed that children who regularly play computer games have the following qualities:

They think in quick, ready-made associations;

They pose superficial questions without showing interest in the answers;

Adults' questions are answered superficially and stereotypically;

Speech as a method of communication remains primitive;

The ability to highlight the main meaning of the text read is reduced;

When communicating verbally, it is difficult to encourage a child to create his own fantasies; more often he develops standard visual images and associations.

Properly selected game programs that correspond to age, temperament, educational orientation, and take into account the child’s inclinations will help to effectively apply them for the purpose of education and development. Games with research content are of greatest interest.

Among the diverse range of children's programs, there is a large group of educational and developmental computer games that are specially created for educational purposes.

Educational games

Designed for the formation and development of children's general mental abilities, emotional and moral development, and the ability to correlate their actions to control the game with the images being created on the screen. They develop fantasy and imagination. They do not have a clearly defined goal - they are tools for creativity and self-expression of the child. Developmental programs are inherently research-based.

Developmental programs include:

various graphic editors, “drawing programs”, “coloring books”, constructors that provide the ability to draw on the screen with straight and curved lines, geometric shapes and spots, paint over closed areas, erase, and correct the drawing;

text editors for entering, editing, storing and printing text;

"Environment Builders" with a variety of functionality free movement of characters and other elements against the backdrop of scenery, including those that serve as the basis for the creation of “director’s” computer games;

Music editors for entering, storing and playing simple melodies;

"Fairy tale constructors", combining the capabilities of text and graphic editors for the formation and reproduction of illustrated texts.

Educational games

This class includes games related to:

With the formation of children’s initial mathematical concepts;

With teaching the alphabet, syllable and word formation, writing through reading and reading through writing;

With training in native and foreign languages;

With the formation of dynamic ideas based on orientation on the plane and in space;

With aesthetic, moral education;

With the basics of systematization and classification, synthesis and analysis of concepts.

Games - experiments

In this type of game, the goal and rules are not explicitly stated: they are hidden in the plot or the way the game is controlled. Therefore, before achieving success in solving a game problem, a child must, through search actions, come to an awareness of the goal and method of action. This is the key to achieving a solution to the game problem.

Logic games

The usefulness of logic games is that they develop logical thinking skills in preschool children. Most often, the game is a single task or a set of several puzzles that the player must solve. Typical representatives of this genre are various tasks involving rearranging figures or composing a picture.

Games - fun

These games do not explicitly contain play or developmental objectives. They provide children with the opportunity to have fun, carry out search activities and see the result on the screen in the form of some kind of “micro-cartoon”. The child comes up with his own plot using famous characters. Such games provide an opportunity to look for non-standard ways to solve problems.

There are many programs and they are all different... We see a large selection of them on store shelves, kiosks,... Everyone decides for themselves which product to choose, but it is important to take into account the opportunities that a particular game provides for the development of a child.

We looked at some games in more detail.

Description of the game “Little Seeker”

“Little SEEKER” is an educational and developmental game aimed at children from three to five years old. The alphabet will be presented in an accessible, interesting form for study, and later children will be able to master reading. Sometimes it is difficult for preschoolers to describe their thoughts and objects; this program will help in developing this skill.

Mathematical fundamentals are also presented here in a playful form, kids will learn numbers, learn to count, and classify shapes. With the characters of the game “Little SEEKER,” children will more easily master such skills as listening to information, establishing cause-and-effect relationships, and classifying objects. This game capable of stimulating creativity in every child

Description of the game “LEGO my world: Back to school soon”

The educational and developmental game “LEGO My World: Back to School Soon” is a new toy from the LEGO series, it is necessary for those children who are about to go to school. Your child will easily master the rules of counting, the basics of subtraction and addition. He learns many new objects and sounds.

LEGO My World: Back to School features four learning areas - Math Toy Store, Prehistoric Painting Cave, Philological Wild West and Musical Haunted Castle. Now all classes will become very interesting, exciting, but most importantly, they will be educational.

Description of the game “Dragon and Entertaining Geometry”

Dragon and Entertaining Geometry is part of a series of educational gaming applications that will be interesting to both children and adults of any age. You will take a fascinating journey into the world of geometry, plunging into the ocean of numbers and discovering a world full of harmony and beauty.

Charming guide Drakosha accompanies you throughout the game. Based on geometry, it will teach you the ability to reason logically, introduce you to the properties of various objects and help you understand the nature and essence of many phenomena. In each section there are games that are educational in nature, and for successful completion you are awarded points.

2.2 Chapter II Experimental work on creating multimedia presentations

Having studied a variety of multimedia programs and presentations in teaching children mathematics, we set a goal to create presentation games for learning and consolidating knowledge in mathematics in a playful form, as well as to develop a presentation game of a diagnostic nature to identify the level of development of mathematical knowledge.

Conclusion

Thus, we can say that the use of information technology helps teachers increase children’s learning motivation and leads to a number of positive consequences:

enriches students with knowledge in its figurative-conceptual integrity and emotional coloring;

psychologically facilitates the process of assimilation of material by schoolchildren;

arouses keen interest in the subject of knowledge;

broadens the general horizons of children;

the level of use of visual aids in the classroom increases;

The productivity of teachers and students in the classroom increases.

It is undeniable that in modern education the computer does not solve all problems; it remains just a multifunctional technical teaching tool. No less important are modern pedagogical technologies and innovations in the learning process, which make it possible not only to “invest” in each student a certain stock of knowledge, but, first of all, to create conditions for the manifestation of students’ cognitive activity. Information technologies, in combination with properly selected (or designed) teaching technologies, create the necessary level of quality, variability, differentiation and individualization of training and education.

So, the use of information technology will make the process of learning and development of children quite simple and effective, free them from routine manual work, and open up new opportunities for early education.

Informatization of education opens up new opportunities for teachers to widely introduce new methodological developments into teaching practice aimed at intensifying and implementing innovative ideas in educational, educational and correctional processes. Recently, information and communication technologies (ICT) have become a good assistant for teachers in organizing educational and correctional work.

Unlike conventional technical means of education, information and communication technologies make it possible not only to saturate the child with a large amount of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual and creative abilities, and which is very important in preschool childhood -

the ability to independently acquire new knowledge.

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

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MBDOU "Lyambirsky kindergarten No. 3 combined type"

CONSULTATION

for preschool teachers

“Use of computer technology in kindergarten”

Prepared by:

Educator

Ashirova N.H.

Lambir - 2014

Several years ago, we did not even dream of using information technology in the educational space. We prepared didactic material, visual aids, and drew everything with our own hands. The world has changed, new opportunities for educators have appeared. Now, when decorating the group’s stands for the new academic year, we are turning to information technologies: scanning technologies, technologies for creating and processing graphic images, technologies for creating and processing text information.

Based on the areas of use of information and communication technologies in the system of activities of preschool educational institutions, they can be divided into:

The use of ICT in organizing the educational process with children;

The use of ICT in the process of interaction between preschool educational institutions (teachers) and parents;

The use of ICT in the process and organization of methodological work with teaching staff.

Use of ICT in the process of self-education.

The use of a computer for the training and development of preschool children can be divided into direct and indirect.

Mediated learning and development.

a) Use of global Internet communications.

The opportunities provided by network electronic resources make it possible to solve a number of problems that are relevant for specialists working in the preschool education system.

Firstly, this is additional information that for some reason is not in the printed publication.

Secondly, it is a variety of illustrative material, both static and dynamic (animations, video materials).

The use of Internet resources makes it possible to make the educational process for preschoolers information-rich, entertaining, and comfortable.

The electronic version of the magazine “Preschool Education” may be of interest to educators. (URL:http://dob/1september.ru ). Here you can find articles on creative, sensory, speech and other types of child development.

A useful resource is a selection of materials from the Festival of Pedagogical Ideas, held by the First of September publishing house (URL: http://festival.1september.ru), where educators share their pedagogical findings.

A site with access mode can serve as an assistant for the development of preschoolers:http://bukvar.edu.ru . Here you can find an illustrated dictionary for children's speech development and story albums. It is mainly designed to increase children's vocabulary; it can be used as didactic material when teaching children to read.

Internet search engines provide teachers with the opportunity to find almost any material on the development and education of children and any photographs and illustrations for classes.

b) Using a computer for record keeping.

A computer can provide an invaluable service to preschool teachers and specialists:

Selection of illustrative and additional material for educational activities, design of stands, groups, offices, booklets;

Familiarity with the scenarios of holidays and other events;

Experience exchange;

Introduction to periodicals;

Use of digital photographic equipment and photo editing programs;

Using a computer in the office work of a preschool educational institution, creating various databases;

Creation of email, website maintenance;

Creating presentations in Power Point;

Direct training.

a) Use of educational computer programs.

Training programs can be classified as follows:

Games for developing memory, imagination, thinking, etc.
"Talking" dictionaries with good animation.
ART studios, simple graphic editors with libraries of drawings.
Travel games, adventure games.
The simplest programs for teaching reading, mathematics, etc.

Examples of educational games include the games “Form”, “Secrets of Painting for Little Artists”, “World of Computer Science”.

When working with preschoolers, it is proposed to use mainly developmental, less often educational and diagnostic games.

Among the educational games we can highlight the following games:

on the development of mathematical concepts: “Baba Yaga learns to count”, “Arithmetic Island”, “Luntik. Mathematics for kids";
for the development of phonemic awareness and learning to read “Baba Yaga learns to read”, “Primer”;
for musical development, for example, “The Nutcracker. We play with Tchaikovsky's music."

b) Use of multimedia presentations.

Multimedia presentations make it possible to present educational and developmental material as a system of vivid supporting images filled with comprehensive structured information in an algorithmic order. In this case, various channels of perception are involved, which makes it possible to embed information not only in a factual form, but also in an associative form in the children’s memory.

Thus, we can highlight two main advantages of presentations - interactivity, that is, the ability to perform certain actions in response to the child’s actions, and multimedia (from the English “multimedia” - multi-component environment), that is, the ability to “present” both texts and images ( including moving ones), as well as play sound and music. Multimedia facilitates the process of memorization, makes educational activities more interesting and dynamic, “immerses” the child in a certain environment, creates the illusion of co-presence and empathy, and promotes the formation of three-dimensional and vivid ideas.

The use of computer technology helps me in my work:

Involve passive listeners in active activities;

Make educational activities more visual and intensive;

To form an information culture among children;

Activate cognitive interest;

Implement student-centered and differentiated approaches to learning;

Discipline the teacher himself, develop his interest in work;

Activate thought processes (analysis, synthesis, comparison, etc.)

I practice the use of information technology in the classroom, both in group work and in individual work with children.

Also in my classes, I use computer presentations to familiarize children with the rules of the road, the rules of safe behavior at home and on the street. For example, when I give new knowledge, perception occurs faster, because all the material is accompanied by fairy-tale characters who find themselves in a difficult situation and need help. Children are ready to help, but to do this they need to solve the problem.

Introducing children to the processes and phenomena of nature, I use a variety of materials: didactic pictures, reproductions of art paintings, photographs, videos, sound recordings.

I believe that there is no need to use multimedia technologies in every lesson, since children lose special interest in such activities.However, it is important not to forget that the computer should only complement the teacher, and not replace him.

According to SanPin requirements, classes using a computer suggest for children 5 years old - 10 minutes, for children 6-7 years old - 15 minutes, of which 3-5 minutes children can be directly at the computer, other multimedia tools (such as presentations, slide shows, photo albums) another 5-10 minutes. But if you use the computer only as a screen, then you can, if necessary, increase the lesson by 5 minutes, but with a mandatory change of activity and physical exercise. After finishing work at the computer, to prevent visual impairment and relieve eye strain, you need to perform simple eye exercises.Of course, it is necessary to ventilate the room before and after class.Classes using ICT are held no more than 2 - 3 times a week, all classes are conducted with a subgroup of children. SanPin determines the screen size for us: 28 inches or 69 cm (for the entire group).

In my work I try to involve parents. Advantages of using ICT in interaction with parents:

minimizing the time of access to information of communication subjects;
the opportunity to demonstrate any documents, photographic materials;
at parent meetings, you can show photos of various types of children’s activities, video materials in the presentation and conduct various consultations with clarity;
designing collections of photographs and video materials taken by parents with their children while walking in the park, in the forest, in nature, on reservoirs, for further processing and creation of electronic aids, slides for children.

1.Presenting information on a computer screen in a playful way arouses great interest in children.

6.The computer stimulates children's cognitive activity. Such activities encourage children to engage in exploratory and cognitive activities.

8. High dynamics of the lesson contributes to the effective assimilation of material, the development of memory, imagination, and creativity of children.

Thus, the use of ICT helps improve the quality of the educational process: teachers get the opportunity to professionally communicate with a wide audience of Internet users, and their social status increases. The use of electronic educational resources in working with children serves to increase the cognitive motivation of students; accordingly, an increase in their achievements and key competencies is observed.

Literature:

1. Girsh I.S. “The use of information and communication technologies in the educational process of preschool educational institutions” (article from the Internet).

The computer, being the most modern tool for processing information, can serve as a powerful technical tool for teaching and play the role of an indispensable assistant in the education and general mental development of preschool children.
Psychologists note: the earlier a child gets acquainted with a computer, the smaller the psychological barrier between him and the machine, since the child has practically no fear of technology. Why? Yes, because a computer is attractive to children, like any new toy, and that is exactly how they look at it in most cases. Communication between preschool children and computers begins with computer games, carefully selected taking into account age and educational focus.

When playing on a computer, a child early begins to understand that the objects on the screen are not real things, but only signs of these real things. Thus, children begin to develop the so-called sign function of consciousness, that is, the understanding that there are several levels of the world around us - these are real things, and pictures, diagrams, words or numbers, etc.
As children study on computers, their memory and attention improve. Children at an early age have involuntary attention, that is, they cannot consciously try to remember this or that material. And if the material is bright and meaningful, the child involuntarily pays attention to it. And here the computer is simply irreplaceable, as it transmits information in a form that is attractive to the child, which not only speeds up the memorization of the content, but also makes it meaningful and long-lasting.

Children's computer activities are of great importance not only for the development of intelligence, but also for the development of their motor skills. In any games, from the simplest to the most complex, children need to learn to press certain keys with their fingers, which develops the fine muscles of the hands and motor skills of children. Scientists note that the more we make small and complex movements with our fingers, the more parts of the brain are involved in the work. Like the hands, the eyes also have a very large representation in the cerebral cortex. The more closely we look at what we are working on, the more benefits our brain will have. That is why the formation of motor coordination and coordination of the joint activity of the visual and motor analyzers is so important, which is successfully achieved in children’s classes on computers. Communication with computers arouses keen interest in children, first as a play activity, and then as an educational activity. This interest underlies the formation of such important structures as cognitive motivation, voluntary memory and attention, and it is these qualities that ensure the child’s psychological readiness for school.

Computer games teach children to overcome difficulties, control the execution of actions, and evaluate results. The child enters into the plot of the games, assimilates their rules, subordinating his actions to them, and strives to achieve results. In addition, almost all games have their own heroes who need to be helped to complete the task. Thus, the computer helps to develop not only the child’s intellectual abilities, but also cultivates strong-willed qualities such as independence, composure, concentration, perseverance, and also introduces the child to empathy, helping the heroes of the games, thereby enriching his attitude to the world around him.
Computer games in domestic preschool pedagogy are one of the newest and most pressing problems. A group of programmers, psychologists, teachers and other specialists from the Computer and Childhood Association developed the “KID/Baby” software and methodological complex.

Currently in the modern market software for preschool education are presented in a wide variety. From among them, it is necessary to choose computer programs for preschoolers, which should have a positive moral orientation; they should not contain aggressiveness, cruelty, or violence. Of particular interest are programs with elements of novelty, surprise, and unusualness.
Among this type of programs, we can note the development of the “KID/Baby” complex. But due to the distance from regional service centers and the inaccessibility of this complex, most often it is necessary to use more accessible software that meets the requirements for computer games used in preschool education.

There are many modern programs specifically designed for teaching individual subjects: mathematics, speech development, native and foreign languages, etc. There are also entertainment programs, which do not contain pedagogical knowledge, but which can also be effectively used for educational purposes thanks to a variety of methodological techniques.
The introduction of a computer into the system of teaching tools in a kindergarten can become a powerful factor in enriching the intellectual, aesthetic, moral and physical development of a child. The widespread introduction of computers will increase the overall level of educational work in children's institutions. A computer is a complex object of cognition, which places higher demands on the organization of a child’s activities. Becoming a means of cognition, the computer contributes to the psychological development of the child, consolidation of already formed knowledge and skills, learning new things, realizing potential creative opportunities, developing imagination and independence. Special meaning For the development of a preschooler, his leading activity is play, so computers in kindergarten are used primarily as a means of play, as a new, complex, interesting and controllable toy by the child, with the help of which he solves a wide variety of gaming problems. Computer games are not isolated from the pedagogical process of a preschool institution. They are offered in combination with traditional games and learning, not replacing conventional games and activities, but complementing them, entering into their structure, enriching the pedagogical process with new opportunities.

"Dialogue" with personal computer should never become a dialogue with a machine as a “person”, therefore the process of a child mastering a computer as a means of carrying out human activity does not result in a direct connection “child - computer”, but an indirect one - “computer - child - goal”.

Nature education classes are aimed at clarifying, expanding and systematizing children’s ideas about the relationship between plants and animals and the external environment. In the system of forming children's relationships with nature, a large place is occupied by the development of cognitive interest in nature, as well as aesthetic feelings associated with its beauty.
During classes to familiarize themselves with nature, children can be offered the game “Animal Adventures”. “Animal Adventures” - an educational program in the form of a fun and cheerful game will allow children to become better acquainted with the world of wildlife. This game will present on the monitor screen animals from different parts of the world that children have not seen even in the zoo. Elephants, monkeys, snakes, giraffes, beavers, octopuses, bats - and many other very different and exotic animals. Children will learn a lot of new things not only about what these animals look like, but also how they live, learn about their life in the wild, their habits and habits. They themselves will be able to help the beaver build a platform on the river and equip his “hut”; will make a “night journey” with a bat in search of food; recognize the “underworld” of ants.

Literacy classes are aimed h strengthen and improve the ability to divide words into syllables and perform sound analysis of words - this becomes the basis for introducing children to letters and learning to read. Carry out sound analysis of a word using various means: a diagram of the sound composition of the word, chips, intonation selection of sounds in the word. Understand and use the term “sentence” in speech, compose a sentence of 3-4 words, divide the sentence into words, naming them in order. The game “Fun ABC” can help with all this. “Fun ABC” is the first introduction to sounds and letters; it will explain and help reinforce what syllables are and how to form words from them. The game contains exercises with which children can easily learn to read.
For example, one of the tasks in the game “Fun ABC”: computer pictures introduce children to the letters of the Russian alphabet, with each letter corresponding to a specific picture. Four pictures and a letter appear on the screen, which begins with the object depicted in one of the pictures. During the game, the child must find the correct picture.

Classes on the development of elementary mathematical concepts are aimed, first of all, at the development of children’s cognitive and creative abilities: the ability to generalize, compare, identify and establish patterns, connections and relationships, solve problems, put forward them, anticipate the result and course of solving a creative problem. To do this, children should be involved in meaningful, active and developmental activities in the classroom, in independent play and practical activities outside of class, based on self-control and self-esteem. The use of computer games is especially important in these classes. They help in a simple, visual form, based on a specific model, to understand and assimilate the material that was given to children in class.
The first acquaintance with the world of mathematics will be pleasant and interesting with the help of the game “Planet of Numbers”. This game will teach children 3-7 years old to recognize colors and shapes, compare sizes, heights, distances, perform simple logical tasks, help develop counting skills within ten, familiarize themselves with ordinal numbers, become familiar with the concepts of “first”, “last”, “ addition" and "subtraction".
Games: “Compare and fill”, “Game with one hoop”, “Fill in the empty cells” will introduce children to the classification of figures according to 2 and 3 properties (color, shape, size), will help consolidate the relationships “more”, “less”, “ equal”, find distinctive features.

Children's education program in the computer and gaming complex of the preschool educational institution.

The goal of this program is to develop the abilities of preschool children using modern information technologies. The tasks that are solved to achieve the goal can be combined into the following groups:

I. Introductory-adaptation cycle.
Tasks:

Introduce children to the computer as a modern tool for processing information:

introduce the history, purpose and structure of computers.

Introduce children to the rules of conduct in the CEC and the rules of safe computer use.

Overcome, if necessary, the psychological barrier between the child and the computer.

Develop basic computer skills:

introduce the keyboard and mouse.

II. Educational cycle.
Tasks:

Develop skills in educational activities:

teach to realize goals;
choose action systems to achieve the goal;
learn to evaluate performance results.

Form elementary mathematical concepts:

improve numeracy skills;
study and consolidate numbers;
work with geometric shapes;
solve simple arithmetic problems;
develop the ability to navigate on a plane;
consolidate ideas about the size of objects.

Develop speech:

expand children's vocabulary and knowledge about the world around them;
to form the sound culture of speech and the grammatical structure of speech.

Develop the child's sensory abilities.

Form aesthetic taste.

Develop the sign function of consciousness.

Develop the emotional-volitional sphere of the child:

cultivate independence, composure, concentration, perseverance;
to introduce empathy, cooperation, co-creativity.

III. Creative cycle.
Tasks:

Develop constructive abilities.
Train memory and attention.
Develop imagination.
Develop creative, conceptual, logical, abstract thinking; use elements of the development of heuristic thinking.
Develop needs for cognition.

Structure of classes.

Each lesson is comprehensive. It includes 3 stages.
Istage - preparatory.
The child is immersed in the plot of the lesson, a period of preparation for the computer game through educational games, conversations, contests, competitions that will help him cope with the task. Gymnastics for the eyes and finger exercises are included to prepare the visual and motor apparatus for work.

IIstage - the main one.
Includes mastering the way to control the program to achieve results and the child’s independent play at the computer.

IIIstage - final.
Necessary for relieving visual tension (eye exercises are performed), for relieving muscle and nervous tension (physical minutes, acupressure, massage to the person in front, a set of physical exercises, relaxation to music). Classes are held in subgroups of 4-8 people 2 times a week in the morning. Duration of each stage of the lesson:
Stage 1 - 10-15 minutes,
Stage 2 - 10-15 minutes,
Stage 3 - 4-5 minutes.
After each lesson, ventilate the room.

For more effective, lasting mastery of knowledge, the program is built on the basis of gradual immersion in training blocks that provide solutions to main groups of problems. Interblock transitions include programs for the development of thought processes, memory and gaming activities. Working on a computer involves a forced sitting posture. This has a very adverse effect on the child’s body and contributes to his rapid fatigue. Fatigue develops because the musculoskeletal system of children 5-6 years old is still far from functional perfection and does not tolerate physical activity well. That is why it is important that the child sits at the computer correctly, in a position that is comfortable for him. The correct rational posture is also important in connection with the prevention of visual fatigue in the child, since when working on a PC you have to look at objects at a close distance and against the backdrop of a glowing monitor screen. Another peculiarity of children’s visual work at the computer is that they often have to look from the screen to the PC keyboard and back. Consequently, the accommodative apparatus of the child’s eye is in a state of constant tension. To relieve tension in the accommodative apparatus of the eye, a set of eye gymnastics exercises has been developed that are accessible to children. However, to increase interest in the exercises and high-quality performance, it is advisable to conduct them in a playful way.
Practice has shown that the correct formulation of the game problem is of great importance for quickly mastering the game. For this purpose, notes have been developed for activities - games, activities - fairy tales, which can increase the interest of children.

Lesson “Collect a picture”

STAGE 1. Game "Collect the picture"
- The children came to visit us and brought a picture, but while they were coming to us they quarreled, and as a result the picture was torn. Let's reconcile the gnomes and help them put together a picture. (Didactic game “Collect a picture”).

Phys. just a minute. Game "Gnome"

Hid cleverly in my fist
Little gnome in a big cap.
If we are quiet (loud, cheerful, affectionate) we'll call him
The little gnome will leave his home (children call as they say).
Come on for the little gnome,
Repeat all the movements
One and two and three, come on, repeat! (children repeat the movements).

And the gnomes sent us the picture for a reason. They want to introduce us to an interesting device with which you can easily collect the same pictures on a computer. Getting to know the mouse.
1. Inspection of the “mouse”. Why is it called that?
2. Hand position when working with the mouse and control method.

STAGE 2.
The teacher explains to the children how to assemble pictures from parts using the “mouse”.
Independent activity of children, assistance from the teacher to each child in working with the “mouse”.

STAGE 3.
Lesson summary: repetition of the name of the “mouse” manipulator, its purpose, control method.

Gymnastics for the eyes:
We open our eyes - once,
And we close our eyes - two,
One two three four,
open our eyes wider.
And now they have closed again,
Our eyes are rested

Computer technologies as a means of development of preschool children. The use of computer technologies in preschool education

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