Computer technology in Dow. Information and computer technologies as a method of teaching preschoolers Computer technologies as a means of development for preschoolers

22.11.2023

Safety

Modern education and leisure time for children cannot be imagined without the use of computer tools. Every year there are more and more preschool children. Recent research has shown that around 40% of children under the age of two have already played games on a tablet, and for children aged two to eight the figure is even higher at 72%. Some parents buy tablets for their children who are not even one year old.

The impact of computer technology (tablets) on child health

The role of gadgets as a means of understanding the world is growing rapidly. Electronic learning tools have a clear advantage over traditional ones, influencing the development of children's creative potential.

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An electronic tablet or tablet computer (from English - “tablet computer”) is a mobile device with a touch screen, i.e. it can be controlled by touching a hand or a stylus (rod).

Types of electronic tablets: tablet personal computer, Internet tablet, mobile Internet device, touch screen e-reader, etc.

At the same time, gadgets can negatively affect the health of preschoolers. Doctors consider introducing children to work on electronic tablets as a serious risk factor for children’s health problems. The psychological aspect of the use of computer technologies by children is also important, since preschool age is in many ways key for cognitive and social development. Psychologists and educators point out the dangerous psychological consequences associated with the active intrusion of artificial, illusory impressions from virtual reality into the child’s inner world.

As with other technical educational aids, the integration of such gadgets into the educational process should be carried out only if their safety for children’s health is confirmed and taking into account reasonable hygienic recommendations for their use. This requirement is fixed in paragraph 2 of Art. 28 of the Federal Law of March 30, 1999 No. 52-FZ “On the sanitary and epidemiological welfare of the population.”

To prevent the possible negative impact of electronic learning tools on the health and development of the child’s body, kindergarten workers should know the specific effects of these tools on the functional state, performance and health of the child; comply with hygienic requirements for their operation and, what is very important, develop children’s skills in using gadgets safely.

On the influence of gadgets on the socialization of preschool children, see: Handbook of the head of a preschool institution. 2015. No. 7.

Hygienic assessment of the use of computer technology in preschool educational institutions

Currently, there are practically no medical studies that provide a scientific basis for how to use computer technology in the classroom of preschool children without harming health.

In order to fill this gap, specialists from the Laboratory of Hygiene of Education and Education of Children and Adolescents of the Research Institute of Hygiene and Health Protection of Children and Adolescents "Scientific Center for Children's Health" of the Russian Academy of Medical Sciences (hereinafter referred to as the Laboratory of Hygiene of Education and Education of Children and Adolescents) conducted a hygienic assessment of the use of gadgets of 10-inch screen during educational play sessions in one of the kindergartens in Moscow.

The idea of using tablets for kindergartens appeared at the beginning of the twentieth century. A kind of technological revolution in education began in the 1930s. in the USA with the development of the first audiovisual training programs.

Two groups of children were selected for observation, each of which included 22 preschoolers aged 6-7 years. In one group, electronic tablets for kindergarten were used daily in one of the classes; in the other group (control), classes were conducted without them. The total duration of the classes was 30 minutes, while the time of working with technical means at a free pace did not exceed 10 minutes. The content of educational interactive games for preschoolers on a tablet corresponded to the theme of the lessons. During the classes, we used a set consisting of 50 educational game programs intended for preschoolers aged 5-7 years and aimed at developing speech, mathematical concepts, expanding knowledge about the world around us, etc.

Each group assessed 30 lessons. Work in groups took place at the same time (simultaneously). Informed consent was obtained from the children's parents to conduct the research.

First of all, during the study, an expert assessment of the design of children's computer games was carried out, which showed that the brightness characteristics of electronic pages, the range of color solutions for images, the shape and size of the font, the color of characters and backgrounds were made taking into account the age of children and the characteristics of their visual perception. According to specialists from the Laboratory of Hygiene in the Education and Education of Children and Adolescents, the advantages of the evaluated game development programs are:

no time restrictions (work at a free pace, there are no requirements for the amount of work completed); the interactive nature of developmental programs (the preschooler instantly receives a friendly response to the completed task); correspondence of the content of the games to the topics of the lessons and the age of the children.

The lighting conditions at children's workplaces in the kindergarten where classes were held met regulatory requirements, tables and chairs corresponded to the children's height indicators.

A hygienic assessment of the impact of working with gadgets on preschoolers aged 6-7 years showed that the use of educational electronic games on devices with a duration of 10 minutes does not cause more fatigue compared to activities conducted in a traditional way. Thanks to the imaginative, dynamic, bright and appropriate presentation of information to the age and psychological characteristics of children, educational games help reduce the monotony of educational activities, activate the central nervous system and increase children's resistance to fatigue. The data obtained are fully consistent with the results of previous studies by specialists from the laboratory of hygiene in the education and upbringing of children and adolescents, during which it was found that the hygienically rational use of electronic learning tools contributes to the activation of children’s mental activity, has a beneficial effect on the psycho-emotional state and performance, which is especially important for children with a low initial level of performance and low motivation for educational activities. The tediousness of lessons with electronic learning tools largely depends on the nature of the work - its intensity and intensity, free or set pace.

Recommendations for the use of computer technology in preschool educational institutions and at home

It should be noted that some of the preschoolers participating in the study were introduced to tablet games for kindergarten only in a preschool educational institution, while other children (about half) were already playing on them at home.

Today, similar technological tools are available in many families with children. However, not all parents, and especially children, follow the rules for their safe use.

Firstly, it should be recalled that the visual analyzer (eye) is formed on average before the age of 10, and the vision of a preschooler is not yet ready to perceive small details. The screen affects vision much more than the TV screen. At the same time, ophthalmologists note the alarming state of vision of modern children and call the rapid and massive deterioration of vision a “myopia epidemic.” Therefore, children under the age of five are not recommended to use multimedia devices. You should not interfere with children’s exploration of the world, gradually and without the participation of virtual accompaniment.

Computer games for children aged 5-6 years should take no more than 10 minutes a day.

Secondly, many of us have noticed more than once how children are carried away by the possibilities of computer technology. Looking at a bright screen, a preschooler forgets about the world around him and about time. Therefore, adults should either limit the duration of the child’s games themselves, or set a timer, having previously agreed with the child that as soon as the signal sounds, indicating the end of the allotted time, the tablet should be put aside. You should always agree on the exact end time of the game and strictly adhere to this agreement.

Thirdly, it is important to control not only the time, but also the content of the game. It is well known and confirmed by the results of scientific research carried out by specialists from the laboratory of hygiene in the education and upbringing of children and adolescents that the most tiring games for children's attention are games with an imposed pace of play activity, designed for speed of reaction. For children, these games are attractive due to their thrills and vivid emotions. However, the psyche of children is unstable, so excessive passion for such games can cause very serious consequences: increased excitability, aggressiveness, and sleep disturbances. It is necessary to carefully select computer games, evaluate not only their content and the nature of the game, but also the color scheme and size of the images.

Fourthly, one of the significant advantages compared to a desktop computer is its compactness. You can take it with you anywhere, but therein lies the danger. Children can watch cartoons, play games on a tablet while lying on the bed or sitting in an uncomfortable position. Therefore, it is necessary to control the position of the body working with a technological device and follow the basic rules for safe use.

However, time will tell what the generation of children will be like, whose development occurred against the backdrop of early and active use of various electronic gadgets.

Rules for the safe use of computer technology in preschool educational institutions

In order for activities with a tablet for kindergarten not to cause harm to health, the following rules must be observed: it must be located on the table, the dimensions of the table and chair must correspond to height; the child must sit correctly at the table: do not slouch, do not cross your legs, do not raise your head; the screen should be located 30-40 cm from the eyes and best at an angle of 10-20 degrees so that the view of the display falls from top to bottom; The screen size must be at least 10 inches. It is unacceptable to use mobile phones, smartphones and other electronic devices with small screens to teach preschoolers; During the lesson, the room should be light, but it is necessary to exclude direct sunlight from hitting the tablet screen; to prevent visual impairment, it is necessary to carry out 2-3-minute eye exercises with preschoolers - best in the form of a game; You cannot use the tablet in a car while driving; The screen should be wiped regularly.

The rapid development of information and computer technologies and their introduction into the educational process of preschool educational institutions have left a certain imprint on the activities of a modern teacher. Life itself has confronted educators with the need to use computer technology in the educational process of kindergarten.

The use of information and communication technologies in preschool education is becoming increasingly relevant, as it allows the means of multimedia, in the most accessible and attractive, playful form, to achieve a new quality of knowledge, develops the logical thinking of children, enhances the creative component of educational work, maximizing the improvement of the quality of education among preschoolers.

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.

The use of ICT in the field of preschool education will allow teachers to change the content, look for new non-traditional methods and organizational forms of teaching, will contribute to the development of their information competence, and will allow the majority of teachers to show creativity.

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.

1. Indirect training and development.

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

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

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.

URL: http://festival.1september.ru), where educators share their pedagogical findings.

A website 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.

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;

An important aspect of using a computer is maintaining a database of books: some reflect complex approaches to teaching, others - the development of a certain quality, differentiating age categories, etc.

2. Direct training.

The capabilities of the computer make it possible to increase the volume of material offered for familiarization. A bright luminous screen attracts attention and makes it possible to switch children's audio perception to visual. Animated characters arouse interest and, as a result, relieve tension.

Experts identify a number of requirements that developmental programs for children must meet: research nature; ease for a child to study independently; developing a wide range of skills and understandings; high technical level; age suitability; entertaining.

Training programs can be classified as follows:

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

Ø “Talking” dictionaries with good animation.

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

Ø Travel games, “action games”.

Ø 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”.

If before it never occurred to anyone to sit a two-year-old toddler in front of a monitor, now the computer games market offers a huge selection of products for preschool children, and here it is important to remember that the computer in the life of a preschooler is designed to perform not only an entertaining, but also an educational function. From among them, it is necessary to select computer programs that should have a positive moral orientation; they should not contain aggressiveness, cruelty, or violence.

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

Among the games for young children, it is worth highlighting coloring games, games based on the “press the button” principle, educational programs (“guess the letter”), tasks for the development of logic (“remove the extra object”).

Among the educational games we can highlight the following games:

Ø for the development of mathematical concepts: “Baba Yaga learns to count”, “Arithmetic Island”, “Luntik. Mathematics for kids";

Ø for the development of phonemic awareness and learning to read “Baba Yaga learns to read”, “Primer”;

Ø for musical development, for example, “The Nutcracker. We play with Tchaikovsky's music."

The next group of games is aimed at developing basic mental processes: “Animal Album”, “Snow Queen”, “The Little Mermaid”, “Save the Planet from Garbage”, “From Planet to Comet”, “Little Seeker”.

The third group is applied tools created for the purpose of the artistic and creative development of children: “Mia the Mouse”, “Young Designer”, “Learning to Draw”, “Magic Transformations”.

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.

The purpose of such a presentation is to form a system of mental images in children. Presenting material in the form of a multimedia presentation reduces learning time, frees up children's health resources, and allows the educational process to be made more vivid, emotional, using a large amount of illustrative material, using sound effects and video recordings.

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.

In modern conditions, with the widespread introduction of new information technologies, the use of an interactive whiteboard in preschool educational institutions is relevant. This allows the child to see himself from the outside, to observe the actions of his play partners. At all events using the board, children of different ages enjoy playing games, drawing, watching presentations and animated films. The use of an interactive whiteboard helps improve the quality of educational activities carried out in an educational institution.

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.

During a fiction lesson, children listen carefully to works of fiction, look at moving pictures with interest, and enjoy repeating words from the text after the teacher. Kids are interested in listening to something new, rather than traditional pictures, books or theater.

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.

In a playful way, you can introduce children, for example, to sounds using S. Marshak’s “Fun ABC” or show the sounds that a person makes. Using "Fun Counting" helps your child learn to count more easily. Presentations using riddles are also very interesting. They help develop the child’s attention, imagination, and thinking.

In classes with preschoolers, it will be very interesting to use educational and educational wall newspapers, which are created on a computer in several fragments and then printed on a black and white printer. The fragments are joined together and pasted onto whatman paper. And now you can study: color the pictures, complete the tasks. Such collective activities allow children to develop communication and teamwork skills. Some of the guys draw better, others think faster. They learn from each other.

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:

Ø minimizing the time of access to information of subjects of communication;

Ø the opportunity to demonstrate any documents, photographic materials;

Ø 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;

Ø designing collections of photographs and video materials taken by parents with their children during walks in the park, in the forest, in nature, on reservoirs, for further processing and creation of electronic aids, slides for children.

Based on the results of the work, it became clear that, compared with traditional forms of teaching preschoolers, computer technologies have a number of advantages and correspond to the age characteristics of preschool children:

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

2.The use of multimedia presentations provides clarity, which contributes to the perception and better memorization of material, which is very important, given the visual-figurative thinking of preschool children;

3.Graphic, textual, audiovisual information used in presentations and slide shows allows the teacher to build a logical, scientific explanation in the classroom. In this case, three types of children’s memory are included: visual, auditory, motor.

4. The presentation makes it possible to consider complex material step by step, to refer not only to the current material, but also to repeat the current topic. You can also go into more detail on issues that cause difficulties.

5.When using animation and inserting video clips, it is possible to show dynamic processes. Using a computer, you can simulate life situations that are impossible or difficult to show in class or see in everyday life (for example, reproducing animal sounds; the operation of transport, etc.).

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

7.Using various kinds of slide shows allows you to show children those moments from the world around them that are difficult to directly observe. The purpose of diagrams and models is to visually represent processes in inanimate nature, such as the properties of water, soil, etc.

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).

3. Kalinina T.V. DOW management. "New information technologies in preschool childhood." M, Sphere, 2008

4. Education and the 21st century; Information and communication technologies. – M.: Nauka, 1999.

5. Yakovlev A.I. Information and communication technologies in education. 2005

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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

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 website with the following 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.

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.

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.

Literature:

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

Ekaterina Babich
The use of computer technologies in preschool education

The use of computer technologies in preschool education.

As a working tool computer has been used for a long time and is recognized by society as a necessity. In the field education computer gains a strong position. Idea use computers in teaching children belongs to Professor S. Papert. Working with J. Piaget, S. Papert (60s of the last century) came to the conclusion that a child develops if he has the conditions for creative activity in an appropriate environment.

For S. Papert computer is, first of all, a means that can give the learning process a natural, non-formalized character.

Now he can cope with this task computer, the essence of which is its versatility and ability to imitate. Because it can take on thousands of faces and perform thousands of functions, it can satisfy thousands of tastes and demands.

In order to improve quality education society, focusing on solving global problems education, accepts the conceptual installation: active development of the information space and information technologies in training with the aim of creating a more open, developmental, humanitarian nature of the informatization process. Everything is wider computers are used in classes in preschool educational institutions. According to teachers and psychologists, this new pedagogical tool makes it possible to more effectively solve the tasks of the general, intellectual development of the child. Special computer programs allow children to develop abstract, logical, operational thinking, and the ability to predict. They enable the child to change the solution strategy at his own discretion, use different levels of complexity of the material and other types of computer help. Computer provides the child various colorful material for the implementation of his creative plan, you can experiment endlessly.

The use of information and computer technologies in education can improve efficiency educational process and contribute to the preservation of the health of students through maximum taking advantage of those benefits which it brings to educational process computer, ensuring proper compliance educational programs tailored to the individual characteristics and abilities of children.

The main areas of application of information computer technologies in preschool educational institutions in our opinion are following:

Development of conceptual foundations for creating programmatic and methodological means for the upbringing and development of children in conditions of continuous education.

Creation of software and methodological tools for the formation of general mental abilities of children and the development of individual mental properties.

Creation of software and pedagogical tools

For computer supporting sections of the education and development program preschoolers in educational institutions.

Research and development computerized methods for diagnosing the psychophysiological development of children, their general and special abilities.

Research and development of methods for assessing psychological, psychophysiological and social consequences computerization of preschool level of education.

Development of methodological courses for training and advanced training of specialists to work in children's institutions, using information computer technologies.

Several types of motivation for children's activities have been identified. computer:

a) interest in a new, mysterious subject - computer;

b) research motive (desire to find answers to questions);

c) the motive for successfully solving cognitive problems.

The use of computer games develops"cognitive flexibility"– a person’s ability to find the largest number of fundamentally different solutions to a problem. The abilities for anticipation and strategic planning also develop, and visual and effective thinking operations are mastered.

The role is increasing computer games as a diagnostic tool and rehabilitation: currently computer games are used as a means of helping children with impaired writing skills, due to difficulties in learning to count, to improve coordination, and diagnose spatial abilities. The computer can be effectively used for speech correction, vision, in working with children with mental retardation. Computer Games help anxious and shy children to openly express their problems, which is important in the process of psychotherapy.

Children communication preschool age with a computer begins with computer games, thoroughly selected taking into account age and educational focus.

Playing on computer, the child early begins to understand that the objects on the screen are not real things, but only signs of these real things. So way, 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.

During children's classes 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 only the material is bright and meaningful, the child involuntarily pays attention to him. And here the computer is simply irreplaceable, as it conveys 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.

Using computer games in preschool education allows you to expand the creative capabilities of the teacher and has a positive impact on various aspects of the mental development of elders preschoolers. Using computers in educational and extracurricular activities it looks very natural from the child’s point of view and is one of the effective ways to increase motivation and individualize learning, develop creative abilities and create a favorable emotional background. In the game, the child operates with his knowledge, experience, impressions, displayed in the social form of game methods of action, game signs that acquire meaning in the semantic field of the game. S. L. Novoselova’s research indicates that the child discovers the ability to endow an object that is neutral until a certain time with play value in the semantic field of the game. It is this ability that is the psychological basis for introducing it into the game. preschooler computer as a gaming tool. Image, appearing on the display, can be endowed by the child with game meaning in a situation where he himself builds the plot of the game, operating figurative and functionality computer program.

The ability of children to replace a real object in a game with a game object with the transfer of real meaning to it, a real action with a game action that replaces it, underlies the ability to meaningfully operate with symbols on the screen computer. From this it follows that computer games should be inextricably linked with regular games. One of the most important lines of mental development of a child is preschooler consists in a consistent transition from more elementary forms of thinking to more complex ones.

So usage multimedia method of presenting information reaches the following 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

Attention activity and memory are trained;

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;

Developing imagination and creativity;

Elements of visual figurative and theoretical thinking.

Playing computer games, the child learns to plan, build the logic of elements of specific events, 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 condition in preparing children for school.

Only a teacher-master can correctly use a computer as a powerful means of individual influence on the intellectual, emotional and moral development of each child. The teacher’s task is to determine the degree of difficulty of the proposed task. However, it must be taken into account that both underestimation of his capabilities and overload will have an equally detrimental effect on the child.

There are special computer programs for teaching children mathematics, Russian and English languages, logic. The value of these games is that they present the content of these subjects in a more visual form, which allows children to easily and quickly master this material. Thus, arithmetic operations appear before children in the form of groups of objects varying in number and size; a certain concept or class of objects - in the form of a diagram. However, the value of most games of this type is not only in the clarity of the material, but also in the ability to vary the degree of this clarity depending on the level of development of the child. So, if it is clear that the child is absolutely clear from how many characters the number 7 can be made, then it is possible use a more abstract diagram of a given number (for example, in the form of geometric shapes). You can ask the child to draw each arithmetic operation or only its final result, to give a real or almost abstract diagram of the concept. So way, it is possible to regulate the process of internalization of the child’s cognitive operations.

Vafina Gulshat Salavatovna,
teacher 1st quarter categories,
MDOU No. 37 “Rodnichok”, Bugulma, RT

The informatization of society has significantly changed the practice of everyday life. And we, preschool teachers, must keep up with the times and become guides for the child into the world of new technologies.

Computerization of school education in our country already has a history of almost twenty years. Gradually the use of computer technology (ICT) is also included in the preschool education system. The use of computers in classes and kindergartens begins.

Today, many kindergartens in our city are equipped with computer classes, many families have computers, where children are gradually entering the world of modern innovations.

But there are still no methods for using ICT in the educational process, systematization of computer development programs, and unified program and methodological requirements for computer classes have not been formulated. Today, this is the only type of activity that is not regulated by a special educational program.

Teachers have to independently study the approach and implement it in their activities.

The main idea is the harmonious combination of modern technologies with traditional means of child development for the formation of mental processes, leading spheres of personality, and the development of creative abilities. This is a new approach to the use of ICT in working with children, which allows preserving the integrity and uniqueness of domestic preschool education.

Initially, it was planned to use a computer to become familiar with its functional purpose, then the need arose to use ICT in the classroom and when working with parents.

But this innovation requires careful study not only from teachers and psychologists, but also from doctors. There are very good reasons for concern. Hygienic studies conducted in schools have shown that working with a computer can lead to fatigue and complaints of non-visual discomfort - eye fatigue, pain, itching, flickering or double vision, etc. Most often, schoolchildren who have certain defects complain vision not corrected by glasses.

The degree of fatigue during computer classes is determined by the quality of the image on the display screen, the content of the lesson and, of course, the age of the child. Therefore, kindergartens need a computer with a modern LCD monitor with a high resolution and screen refresh rate and a powerful video card.

Preschoolers are more sensitive to the effects of various environmental factors, since their body is in a state of intensive development. It is at the age of 5-6 years that the normal refraction of the eye is formed, the transition from physiological far-sighted refraction to normal or myopic refraction occurs, if there are genetic prerequisites for this or the conditions of visual work do not meet hygienic requirements (low light level, intense long-term visual work at close range, illegible printed text and drawings, uncomfortable posture, etc.). The musculoskeletal system intensively develops, the work of internal organs and the cerebral cortex improves, voluntary attention is formed and many other functions that determine the overall development of the child. Therefore, it is very important that exercise does not have adverse effects on health.

As a result of studies conducted at different times, it was revealed that the maximum permissible duration of gaming sessions on a computer for children four to six years old should not exceed 10-15 minutes. To maintain a stable level of performance and maintain health, the conditions in which computer classes take place are of great importance. They can only be carried out in the presence of a teacher who is responsible for the safety of the child.

To conduct such classes, a special office is required, the area of which is determined at the rate of 6 square meters per workplace (chair and table), equipped taking into account the growth of children. The chair must have a back. The child should sit at the computer so that the line of sight (from eye to screen) was perpendicular to the screen and fell on its central part. The optimal distance of the eyes to the screen is 55-65 cm. It is unacceptable for two or more children to study at the same time at the same time, as this sharply worsens the conditions for viewing the image on the screen. This room requires daily wet cleaning.

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

Currently, a huge number of educational programs and games are being developed for children from 3 years old. The question of the advisability of using them in classes is related, first of all, to the purpose of these classes. Familiarization with traffic signals in a computer image will be more effective in teaching children than a dry traditional approach.

In my classes I use computer presentations to familiarize children with the rules of the road, where children not only learn new knowledge, but also master working with a computer. For example, when I give new knowledge, perception occurs faster, because all the material is accompanied by fairy-tale characters who are in a difficult situation and need help. Children are ready to help, but to do this they need to solve the problem. By solving a problem, the child masters the computer itself. Using a mouse develops hand coordination and fine motor skills. Psychophysical processes are formed - memory, attention, perception, imagination.

Now the winner is the teacher who can not only give basic knowledge to the child, but also direct their actions towards independent acquisition of knowledge. To develop children’s sustainable cognitive interest in learning, the teacher faces the task of making the lesson interesting, rich and entertaining, i.e. the material should contain elements of the extraordinary, surprising, unexpected, which arouse interest in preschoolers in the educational process and contribute to the creation of a positive emotional learning environment, as well as the development of thinking abilities. After all, it is the reception of surprise that leads to the process of understanding.

The use of computer technology when familiarizing yourself with the rules of the road makes it possible to make each lesson unconventional, bright, rich, and leads to the need to use different ways of presenting educational material, to provide a variety of techniques and methods in teaching.

In my practice, I use computer presentations to familiarize children with the rules of the road - accessible material, various animations are easily absorbed by preschoolers. To be more effective, the presentation is built taking into account the age characteristics of preschoolers; it includes entertaining questions, animated pictures, and games. Alternating between demonstrating theoretical material and talking with children helps achieve your goals.

The presentations consist of colorful animated slides, which will be excellent assistants when conducting classes on learning the rules of the road. The series of presentations covers a large amount of program material on the study of traffic rules:

types of vehicles, their classification,
groups of road signs;
causes of road accidents;
road users;
information about the road and its main components;
traffic light, the history of its development;
purpose of road signs and indicators, their groups,
types of transport,
didactic games, puzzles.

Properly selected material helps to track the level of children’s knowledge and plan further work.

By mastering the skills of creating presentations, the teacher gradually enters the world of modern technologies; perhaps in the future it will be possible to create a virtual kindergarten for parents whose children for some reason do not attend preschool institutions.

The understanding of the role of computer technology in the teaching process has changed significantly. Initially, most teachers were convinced that the purpose of ICT was to be a handy material that could be used occasionally, but the current understanding of the role of ICT is that the computer was created in order to greatly facilitate human work and increase its productivity. Which I certainly agree with.

Gurina Elmira Kasymovna

MBDOU "Kindergarten No. 218" teacher

"Computer games in the educational space of preschool educational institutions"

Currently, a special place in the educational process of preschool educational institutions is given to computer games.

Activities using computer games are very interesting for preschoolers. They take great pleasure in mastering programs, achieving their correct solution. Computerization, which is gradually penetrating almost all spheres of life and activity of a modern person, is also making adjustments to approaches to the upbringing and education of preschool children.

Domestic and foreign studies on the use of computers in kindergartens convincingly prove not only the possibility and feasibility of this, but also the special role of the computer in the development of intelligence and the child’s personality in general. Indeed, the computer, with its enormous potential for gaming and learning opportunities, has a significant impact on the child, but, like any technology, it is not valuable in itself, and only through the interaction of the teacher, the child and the computer can a positive result be achieved. What goals the teacher sets for himself and the ways in which he achieves them determines the impact that the computer has on the child.

Sharing the point of view of many researchers, Yarusova E.A. considers the main purpose of using a computer in a preschool institution to be the comprehensive development of the child, his preparation for life and activity in “computer reality,” i.e. developing a positive emotional attitude towards the computer, perceiving it as an assistant in various activities, understanding its purpose and capabilities for achieving goals.

Content and emotional preparation of children for solving gaming and didactic problems on the computer.
Educational game on the computer.
Problematic communication with each child during the game.
Gymnastics for the eyes, exercises for the fingers to relieve tension after playing on the computer.
Implementation of newly acquired (after playing on the computer) impressions in children’s independent play.

Using the gaming capabilities of a computer in combination with didactic capabilities (visual presentation of information, providing feedback between the curriculum and the child, ample opportunities to encourage correct actions, individual work style, etc.) allows for a smoother transition to educational activities in the future.

The features of educational electronic publications (EEP) are highlighted for their use in the educational process of a preschool institution:

EI for preschool children should have an intuitive interface, most often it is presented in the form of an animated menu;

OEI must necessarily contain sound;

There must be correct feedback (both effective and advisory), presented both with graphic support and sound;

OEI should contain several different short-term educational games that correspond to age characteristics, as well as ensuring compliance with sanitary and hygienic standards.

But there are also EIs that only to some extent possess the identified features. The colorful and dynamic nature of computer programs, musical accompaniment, game form, and the general atmosphere of goodwill and emancipation allow the child to play with enthusiasm, experience the joy of learning, and discover new things. All this contributes to the development of creative thinking and imagination in children, forms cognitive motivation and reveals the individuality of each child.

The use of a computer allows you to bring the activities of preschool educational institutions to a new, high-quality level, update the content of the educational process, and ensure the quality of education of the student, corresponding to modern state education standards.

It has been established that with an appropriate approach, many areas, tasks and content of educational work with children can be provided by educational computer games.

Many simple and complex computer programs are being created for various fields of knowledge. Susan Hoagland, author of the book “Computers and Children: A World of Discovery,” believes that developmental programs help improve a child’s intellectual level and self-esteem, and develop his memory and speech. Depending on the age of the child and the programs used, the computer can act as an opponent in the game, be a storyteller, a tutor, or an examiner.

Requirements are put forward for the work of a teacher who uses computer games:

The psychological readiness of preschool children to use computer programs of various contents and levels is formed by the entire system of the child’s life in kindergarten, i.e. the process of mastering basic computer literacy requires teachers to perform a high level of educational work.

The correct selection of games that are age-appropriate is of great importance.

A special place is occupied by preliminary work with children (enrichment of knowledge on a particular issue, familiarization with certain symbols). For example, the games “Drivers” and “Road Signs” present significant difficulties for six-year-old children who have not previously attended kindergarten or came from other preschool institutions.

The correct formulation of the game task is of great importance for quickly mastering the game. For this purpose, notes are being developed for activities such as games and activities such as fairy tales to increase the interest of children.

It has been noticed that children cope better with the task if they work at the computer in pairs. One-on-one work adds complexity to the task.

In parallel with regular groups, children from speech therapy groups study in the computer and games room. And although the quality of their work is somewhat worse, most of them cope with the proposed tasks, often without solving such issues in regular classes.

An important point is that computer games are a kind of diagnostic of the teacher’s activities, since they immediately identify gaps in certain issues of educational work.

It should be noted that it is absurd to try to artificially limit the possibilities of “communication” of a child with this subject. It is necessary to direct your efforts not to fighting the computer, but to the normal development of the child, to ensuring that the computer takes its rightful place in his life, along with communication with friends, with smart, understanding adults, books, music, painting, television, etc. P.

Role-playing games are a common type of online computer entertainment that has gained no less popularity than other types of entertainment for modern gamers.

These games for girls and boys involve completing levels or performing other actions in the image of not oneself, but some other character or creature, sometimes not even a person. The creators of these games say that in them everyone can feel like a bird, fish or animal, as well as a fairy-tale character or the hero of a film or cartoon. During the passage, the player is endowed with the corresponding abilities of the creature in whose image he performs all actions during the passage. And we have to think differently, since these creatures may not have the skills and abilities that humans possess. Therefore, it is necessary to carry out all the actions, adapting to the conditions that are created in the virtual world of the game for girls or boys at the player’s choice. Many gamers are attracted to these toys by the opportunity to feel like another creature, understand what it is capable of, and how much he or she can fit into a particular image.

A specific type of role-playing quests or arcades are games for girls based on some cartoons. In particular, Walt Disney's cartoons contributed to the emergence of such online computer entertainment as “What kind of mermaid are you?”, “What kind of Disney princess are you?” and others. In these toys, girls are encouraged to correlate their qualities with the characters of the heroines of popular and beloved animated masterpieces. There are similar games for boys online, in which you can compare yourself with the heroes of cartoon series, films and some other works.

Role-playing games can vary in genre. There are also quests, which require a fairly creative approach to completing game levels, searching for objects, solving puzzles and performing other similar tasks, and simulators, in which everything resembles reality and requires analyzing the situation and choosing the right course of action, and strategies, where you need to quickly think through various options for the development of events and the ability to make the right decisions regarding their further actions in a given situation, and adventure games where it is important to overcome obstacles for successful completion and victory. Very often these are also adventures, where the gameplay is exciting and accompanied by fantastic events or phenomena.

Currently, programs based on the use of computers have been developed and are being implemented into the educational process of preschool educational institutions. One of such programs is the “Preschooler and Computer” program for the additional educational cycle “Computer Games”. The program is aimed at the competent use of computers in the educational process of preschool educational institutions. Carrying out work under this program puts the child in a completely new, qualitatively different developmental situation. Initially, it is possible to use computer educational and educational games “KID/Baby” from the Association “Computer and Childhood”.

Main directions of the program are the issues of introducing a child into the world of a computer, the practical use of computer games as a system of didactic means of enriching the intellectual, aesthetic, moral, environmental and physical development of a preschooler.

It contains the following sections:

Introduction

Training environment

Systematization of games

The computer is a friend and assistant in various activities

Software requirements map

Artist at the computer (unregulated activity)

Creative step-by-step plan

Principles of program implementation

Methodology for organizing computer games

Pedagogical conditions for using games

Sanitary and hygienic provision

Graduate model

Diagnosing mental and creative abilities

Creative notebook

Thus, the subject of the program is to expand the boundaries in the field of preparing a child for life in modern society and mastering school programs.

Thanks to the peculiarities of the computer design (the presence of a keyboard, a screen on which this or that information is produced, called up by the child from the electronic “brain” using a keyboard or “mouse”), intellectual preparation for learning at school is carried out.

Main educational goal introducing a computer into a child’s world is the formation of the child’s motivational, intellectual and operational readiness to use computer tools in their activities.

Computer games included in the system of regular games contribute to the improvement of education and the comprehensive development of the child’s creative personality.

In addition to normative educational standards, children show a higher level of “school readiness” and naturally enter the world of adults, into tomorrow.

The child develops:

perception, hand-eye coordination, imaginative thinking;

cognitive motivation, voluntary memory and attention;

“sign function of consciousness”;

arbitrariness, the ability to build an action plan, accept and complete a task.

He masters a new way, simpler and faster, of obtaining information, changes his attitude towards a new class of technology and, in general, towards a new world of objects.

The program is intended for preschool educational institutions, namely for mastering computers by older children. The program involves annual diagnostics of the level of mastery of the educational program. To analyze mastery, available developmental and educational computer games are used. By the way computer games are solved, by the style of game actions, almost individual games (small - 3-4 children in subgroups) and liberation (since it is a game, not an activity) you can learn and say a lot about the child.

The author of the program notes that there are often cases where in a group a child shows a lower level of mastery of the program than when playing on the computer. Some educators believe this happens because games are repetitive. The child, having watched how the previous children play, simply repeats the actions after them, without comprehending the actions taking place on the screen. But that's not true.

One can agree with this opinion only in terms of how children master computer control. Here, indeed, the child can and should remember which keys are used. But there is no way to correctly complete a didactic task posed in a game form, since computer games are designed taking into account the basic principle of didactics - with a gradual complication of the game sequence. Each next episode is different from the previous one. For example: in the design game “Build a House,” the game task is to help a kitten build a house, and the didactic task is to highlight the configuration of plane figures in order to combine them into one (the configuration changes each time - the child must choose a figure for his own version).

The criteria for assessing the mastery of sections of the educational program is the child’s independence, shown in games: the child practically fails to complete the task assigned to him, even with the help of an adult - this indicates a low level of development; at an average level, he can cope with the help of an adult, and at a high level, he completes the task independently.

The results of diagnostics and analysis of children’s mastery of the educational program are used to help the child overcome difficulties in mastering the educational program, to draw the attention of educators and specialists to the problem and jointly solve it, offering in the form of consolidation exercises from the creative notebook “Collect a cut picture”, “Read” encrypted note”, “Arrange the numbers in descending (ascending) order”, etc.

Today there is no need to discuss whether computerization of special education is necessary or not. Life itself has confronted specialists with the problem of introducing computer technology into the special education system.

In order to optimize the correctional process, to implement high-quality individualization of children's education, increase motivation, and interest of children in classes in modern conditions, new technologies are used using a computer and special computer developmental and correctional programs.

There are many speech disorders and ways to correct them, but in the work of a speech therapist and speech pathologist there is always a place for the use of computer programs, which will greatly increase the efficiency and dynamism of the entire correctional and educational process.

Play is a cognitive activity; it represents a unique practical form of a child’s reflection on the natural and social reality around him. Thanks to the peculiarities of gaming means of displaying reality, a child in a game is introduced to abstract thinking for the first time.

Computer games are a new type of developmental education.

What are the benefits of computer games and why can’t they be replaced simply by didactic or story-based games?

Computer technologies relieve both the teacher and the child from hard routine work.

Select material of varying degrees of difficulty. You can always offer a specific child exactly what currently corresponds to his capabilities and learning objectives.
With the help of simple actions during a lesson on a computer, you can change the degree of difficulty and the nature of the task, adequate to the capabilities of the most “difficult” child.
Making “visible” problems in a child’s development that are difficult to detect in traditional education. Show how to transform identified problems into specific learning objectives.
To form in the child the process of understanding his own pronunciation skills.
Complex software is extremely easy to operate.
Many techniques that were successfully used earlier are now based on a computer basis and have received a kind of second development. From a specialist’s point of view, this is an opportunity to look at his work from a new perspective, rethink methodological techniques, and enrich the knowledge and skills he possesses.

Working out on a computer creates more comfortable conditions for the child to successfully complete the exercises:

Computer technologies provide a form of experimentation, modeling, and comparison classification that is entertaining for children.
It becomes possible for children to master models of communication with fictional characters of a computer program, as the main ones for mastering interpersonal communication.
The child learns to speak correctly, strives to correct the mistake he sees, looks for self-control techniques, focusing on attractive graphics.
During speech therapy sessions using a computer program, children’s negativism, associated with the need to repeat certain sounds and syllables many times, disappears. Confidence in your abilities and a desire to learn to speak correctly appear.
Children get tired less and remain productive longer.
Looking at the monitor screen, the child himself sees the result of his work.
Depending on individual voice modulations, each child always has the opportunity to change the sensitivity of the microphone so that the picture on the screen moves only with a certain voice.
The child’s motivation increases when working on pronunciation, which is difficult for him. He learns from the very beginning to evaluate his achievements in speech, to compare his pronunciation with the standard.

Thus, the use of a computer program increases motivation not only due to the gaming strategy on which the program is based, but also because the child receives approval and praise not only from adults, but also from the computer.