Principles of using ICT in dow. "Application of information and communication technologies (ICT) in the educational process of preschool educational institutions." ICT in preschool education
Svetlana Kontsevaya
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Prepared by the Educator Kontsevaya Svetlana Sergeev on
Informatization of society has significantly changed the practice Everyday life. And we, preschool teachers, must keep up with the times, become guides for the child to the world of new technologies.
It is probably impossible to imagine the modern development of society and production without information and communication technologies. It is undeniable that everyone should "own a computer" educated person.
As the German philosopher and sociologist Georg Simmel said, "Man educated one who knows where to find what he doesn't know."
At present, computers in schools are no longer perceived as something rare and unusual.
However, in kindergarten they have not yet become a well-mastered tool for educators.
Every year, modern information technologies enter our lives. Therefore, a preschool institution, as a carrier of culture and knowledge, cannot stand aside either. "Each participant educational process he decides to keep up with the times or step back with his heels.
In accordance with the document "FSES to the conditions for the implementation of the main general education preschool programs education"approved by the order of the Ministry education and Science of the Russian Federation dated July 20, 2011 No. 2151, one of the requirements for pedagogical activity is the possession of information and communication technologies and the ability to apply them in educational educational process.
The teacher must be able:
2. active use information technology in educational process
3. get acquainted with information sites for teachers and master the skills of searching for information on the Internet
4. Own various programs for creating multimedia presentations
1. create graphics and text documents(i.e. independently draw up group documentation, diagnostics, etc.)
This means being able to use the Microsoft Office program,
Microsoft Office Word, Microsoft Office PowerPoint, Microsoft Office Excel
2. Active use information technology in educational process
Familiarize yourself with information sites for teachers and master the skills of searching for information on the Internet
- PEDAGOGICAL SITES: Periodicals or electronic publications, Sites directly dedicated to the work of the educator, Electronic albums.
Periodicals or electronic publications: Newspaper "Preschool education» Website "September 1"- these sites contain educational, educational and developmental materials for parents and educators.
A group of sites directly dedicated to the work of the educator and contain a lot of useful information, developments that the teacher can use in his work - This:
Website "Teacher Portal" "Preschool education» ,Website "Preschooler",Website "MAAAM",Website "Preschooler", "Chelyabinsk preschool portal", "Why","Parenting preschool age in kindergarten",
"Festival of Pedagogical Ideas"
The festival has become the most massive and representative open pedagogical forum. The materials of all participants are published. Each participant receives a complete set of final materials, including: personal diploma; certificate confirming the fact of publication of materials; CDs (DVD) with full-text versions of all materials; books - collections of abstracts of all articles.
Sites - electronic albums
The life and work of great artists, painting, reference books ....
There are a lot of sites for teachers and all of them are designed to help in organizing educational process. With their help, we can diversify your activities, improve their competence, make the life of children in kindergarten more vivid and memorable.
Be proficient in various programs for creating multimedia presentations.
The presentation is an educational mini-cartoon with beautiful pictures, this is an excellent tool that helps to tell the child about the world around him without leaving the kindergarten.
The presentations consist of colorful animated slides that will be great helpers in conducting classes.
Mastering the skills of creating presentations, the teacher gradually enters the world of modern technologies.
So way, summing up the above, we can say. "Even if I can't and don't want to to use ICT in the educational process - it is still NECESSARY! "
Computerization of school education in our country already has almost twenty years of history. Gradually usage computer technology (ICT) included in the system of preschool education.
Begins usage computers in the classroom and in kindergartens.
Main directions of ICT development
- usage computer in order to familiarize children with modern TCO (technical teaching aids
As a means of interactive learning
Development of technology with the inclusion of ICT
As a means of ACS (Automated system management)
For the development of a stable cognitive interest in learning in children, the teacher should task: to make the lesson interesting, rich and entertaining, i.e., the material should contain elements of the extraordinary, surprising, unexpected, arousing interest among preschoolers in educational process and contributing to the creation of a positive emotional environment for learning, as well as the development of mental abilities. After all, it is the reception of surprise that leads understanding process.
Competently handpicked the material helps to track the level of knowledge of children and plan further work.
ICT tools: computer, multimedia projector, video recorder, TV, tape recorder, camera, camcorder, electronic boards.
Use of ICT in the educational process
ICT in work with children - photos,
videos,
Video clips (films, fairy tales, cartoons,
presentations,
Children's developing computer games
ICT in work with parents - the ability to demonstrate any documents,
photographic materials, video and photo presentations;
Get information promptly
- use ICT for parenting meetings;
Optimal combination of individual work with group work
ICT in the work of preschool educational institutions
Allows public presentation of pedagogical experience
Participate in master classes, seminars, trainings, round tables
Accumulate photos and videos about the life of the garden, groups, open classes
- use of presentations
ICT tools help the teacher diversify the forms of support for the educational process, to improve the quality of work with the parents of pupils, as well as to popularize the activities of the teacher of the group and the kindergarten as a whole.
The benefits of them use in interaction with families of preschoolers are obvious and consist in next:
Minimization of parental access to information;
The ability of the educator to demonstrate any documents, photographic materials;
Ensuring an individual approach to the parents of pupils;
The optimal combination of individual work with parents and group;
The growth of the volume of information;
Prompt receipt of information by parents;
Ensuring a dialogue between the educator and the parents of the group;
Optimization of interaction between the teacher and the family.
In the context of the development of modern society, there are still few teachers use a variety forms of work with parents of a preschool group with using ICT(cellular communication, sites of preschool educational institutions, communication with parents by e-mail, use of a personal web page). Job Form Data are used with the aim of solving urgent problems of children's development in the interaction of educating adults. I encourage all educators to channel their creativity and skills into technical innovation for more best results work.
Usage computer technology helps:
Involve passive children in active activities, overcome difficulties
Do educational work more visual
To form an information culture in children and adapt
preschoolers to schooling, advance the child in the overall development
Activate cognitive interest, improve the quality of knowledge,
bring joy to a child's life
To form the interest of the teacher in his work, brings joy to the life of the child
After all, the understanding of the role of computer technology in teaching process. Initially, most educators were convinced that the purpose of ICT was to be an available material that can be occasionally use, the current understanding of the role of ICT is that the computer was created in order to greatly facilitate the work of a person and increase his productivity. With which I certainly agree.
An ancient Chinese proverb says, “Tell me and I will forget. Show me and I will remember. Involve me and I'll understand."
Using ICT in various forms, we contribute to the comprehensive development of the child, the formation of interest in learning about the world around us.
Problems use computer technologies in direct- educational activities.
Using ICT in your work, necessary remember: ICT allows you to perform a specific function, help the child understand the flow of information, perceive it, BUT DO NOT UNDERSTAND THE HEALTH OF THE CHILD!
Applying ICT in educational process we must also not forget that we communicate with children, and they need LIVE communication! It is IMPORTANT not to replace it with communication with a computer and not turn it into a technical workshop.
Insufficient methodological preparedness of the teacher
Incorrect definition of the didactic role and place of ICT in the classroom
Planlessness
Wrong duration of work with the computer (frequency and time)
Today, many kindergartens are equipped with computer classes, many families have computers, where children gradually enter the world of modern innovations.
But there is still no method use of ICT in the educational process, systematization of computer developing programs, unified program and methodological requirements for computer classes have not been formulated. To date, 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 to harmoniously combine modern technologies with traditional means of child development for the formation of mental processes, leading spheres of personality, development of creative abilities. This is a new approach to use ICT in work with children, which allows you to maintain the integrity and uniqueness of the domestic preschool education.
Lena Maslova
The use of ICT in preschool educational institutions.
The modern age is called the age of information technology.
To keep up with the times, it is necessary to acquire the skills to use computer technology in various areas of life.
The President of the Russian Federation set a task for each institution: to have its own electronic representation on the Internet. The Government of the Russian Federation adopted a number of documents: the Strategy for the Development of the Information Society, the Concept of the country's socio-economic development until 2020. On the basis of government documents, the Concept for the Development of the System of Preschool and General Education of Russian Railways was developed and approved. One of its main directions is to solve the problem of improving the quality of preschool education through the introduction of effective technologies for the development of imagination, literacy and other basic abilities of preschool children into the educational process; as well as the introduction of programs that ensure the continuity of preschool and primary general education.
The rapid growth of the information flow, the development of new information technologies, their capabilities - all this makes its demands on the younger generation. The current experience of informatization of the educational environment indicates that it allows to increase the efficiency of the educational process.
Based on this, one of the most important areas of the priority national project "Education" aims the system at ensuring the availability and quality of education, the formation of a competitive graduate. In the conditions of modernization of education at the present stage, this goal cannot be achieved without relying on information and communication technologies (ICT).
ICT is a tool for improving the quality of educational services and a necessary condition for solving the problems of forming a common culture of the individual, adapting the individual to life in society.
Currently, the use of ICT in the practice of preschool educational institutions is as follows:
selection of illustrative and additional material for educational activities, design of stands, groups, classrooms, booklets; experience exchange;
use of digital cameras and photo editing programs;
the use of a computer in the office work of the preschool educational institution, the creation of various databases;
creation of e-mail, maintenance of the site;
creating presentations in Power Point.
Such specialists in the field of preschool education as. , Belaya K. Yu. express their position “for” and “against” in the use of ICT in work with preschoolers.
Opponents of ICT cite data on computer dependence, the negative impact of prolonged sitting at the computer on the health of children, etc. as an argument. A child's obsession with a computer game is dangerous. And this is understandable. Here the following questions arise: how much time the child is at the computer, the impact of the game on the state of mental and physical health, the rejection of communicative relationships.
In addition, when implementing ICT in the educational process of preschool educational institutions, a number of other problems arise. Unfortunately, when introducing computer technologies for teaching in kindergartens, economic difficulties arise: there are not enough funds for the technical equipment of the premises, the implementation of the necessary technical support, acquisition of licensed software and application software tools. ICT in kindergarten is an actual problem of modern preschool education. The rapid development of ICT has led to the fact that a computer in kindergarten has become necessary.
But no matter how we treat the problem, “informatization of society sets the task for preschool teachers to become a guide for the child to the world of new technologies, a mentor in choosing computer games and form the foundations of the information culture of the child’s personality.”
The combination of ICT is associated with two types of technologies: information and communication
"Information technology- a set of methods, methods and means that ensure the storage, processing, transmission and display of information and focused on improving the efficiency and productivity of labor. At the present stage, methods, methods and means are directly interconnected with a computer (computer technology).
Communication technologies determine the methods, ways and means of human interaction with the external environment (the reverse process is also important). In these communications, the computer takes its place. It provides a comfortable, individual, diverse, highly intelligent interaction of communication objects. Combining information and communication technologies, projecting them into educational practice, it should be noted that the main task facing their implementation is the adaptation of a person to life in the information society.
Main directions of ICT development:
1. Using a computer to familiarize children with modern technical means of transmitting and storing information, which is carried out in various gaming technologies. These are various computer games - "toys": entertaining, educational, developing, diagnostic, network games. In working with preschoolers, teachers mainly use developing, less often educational and diagnostic games. The choice of computer game tools plays an important role in the use of ICT in the educational process. Currently, the choice of computer game software for preschoolers is quite wide. But, unfortunately, most of these games are not designed for the implementation of program tasks, therefore they can be used only partially, mainly for the purpose of developing mental processes: attention, memory, thinking.
2. ICT as a means of interactive learning, which allows you to stimulate the cognitive activity of children and participate in the development of new knowledge. We are talking about games created by educators that correspond to program requirements. These games are designed to be used in the classroom with children. Interactive game tools allow you to create power program point.
3. Development of technology with the inclusion of ICT, which is based on complex (integrated) classes (leisure). The technology is developed for any of the educational areas (music, fiction, knowledge).
4. ICT as a means of ACS. This technology is implemented in the institution in order to implement the idea of network management, organization of the pedagogical process, methodological service. This technology provides planning, control, monitoring, coordination of the work of teachers, specialists, physicians. In this case, the use of ICT helps to optimize the activities of the preschool educational institution, increase its effectiveness in terms of inclusive education and upbringing of preschoolers, expand the boundaries of the educational space through the active inclusion of parents and children who do not attend kindergarten.
It must be understood that ICT is not only and not so much computers and their software. This implies the use of a computer, the Internet, TV, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication.
The main directions of the use of ICT should be subject to the following goal: introducing children to modern technical means of transmitting and storing information, which is carried out in various gaming technologies. That is, ICT as a means of interactive learning should allow stimulating the cognitive activity of children and participating in the development of new knowledge. We are talking about games created by teachers that meet the program requirements. These games are designed to be used in the classroom with children. Interactive game tools can be created by the Power Point program.
The use of ICT is one of the priorities of education. According to the new requirements of the Federal State Educational Standard, the introduction of innovative technologies is intended, first of all, to improve the quality of education, increase the motivation of children to acquire new knowledge, and accelerate the process of mastering knowledge. One of the innovative areas is computer and multimedia technologies. Application of information and communication technologies in preschool education is becoming more and more relevant, as it allows using multimedia, in the most accessible and attractive, game form, to develop the logical thinking of children, to strengthen the creative component of the educational process.
Project objectives:
Creation of a unified information space Preschool educational institution, in which all participants in the educational process would be involved: the administration of the preschool educational institution, teachers, pupils and their parents.
Generalization of knowledge of the requirements of the Federal State Educational Standard, regulating professional pedagogical activity in the conditions of ICT.
Development of technologies for multimedia support of the educational process.
Creation of a common network multimedia base, a bank of computer training programs, didactic and methodological materials that preschool educators could use in their practice.
The use of multimedia presentations in working with preschoolers allows the educational process to be made more vivid, emotional, with the involvement of large illustrative material, using sound effects and video recordings. Thus, two main advantages of presentations can be distinguished - interactivity, that is, the ability to perform certain actions in response to the actions of the child, and multimedia (from the English "multimedia" - a multicomponent environment, that is, the ability to "present" both texts and images (in including moving ones, as well as playing 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, empathy, contributes to the formation of voluminous and vivid ideas.However, it is important do not forget that the computer should only complement the teacher, and not replace him.You can not use multimedia technologies too often, because with the frequent use of ICT, children lose special interest in such activities.
Significance of the project:
The material should reveal to teachers the benefits of using ICT in their educational activities to ensure the full transition of the child to the next level of the lifelong education system. Namely, the upbringing of an inquisitive, active, emotionally responsive child who has mastered the means of communication and ways of interacting with adults and peers.
The issue of organizing a subject-developing environment (PRS) of a preschool educational institution is by far the most relevant, since an important criterion for evaluating the activities of a preschool organization according to the Federal State Educational Standard is the created subject-spatial environment. The RRS should be varied and rich in content, i.e. equipped with means of training and education - technical, sports, gaming equipment. Therefore, the main task of the preschool educational institution is to combine in a single developing space traditional games, toys with bright and visual material and modern technologies. This should be the starting point for work on a whole area - the creation of an interactive educational environment.
A significant aspect of the interactive educational environment of preschool educational institutions is the use of ICT by teachers as a tool for developing the motivation of the educational process. ICT, thus, helps to shift the burden from verbal methods of education to the methods of search and creative activity of educators and pupils. In this regard, the educator, to a greater extent, becomes an accomplice, an assistant. The use of computer technology helps:
Involve passive children in active activities;
Make GCD more visual, intense;
Activate cognitive interest;
Activate thought processes (analysis, synthesis, etc.);
To implement personality-oriented, differentiated approaches in educational activities.
The main forms of using ICT in my practice are:
Registration of group documentation (lists of children, diagnostics of development, planning, monitoring of program implementation, reporting).
Selection of cognitive and illustrative material for classes, for joint educational activities, design of stands, groups, classrooms.
Creating presentations in the Microsoft Power Point program in various educational areas: "Social and communicative development", "Speech development", "Cognitive development", etc. I created a series of presentations for classes, holidays, pedagogical councils, parent meetings. For greater effectiveness of the presentation, I build, taking into account the kindergarten program and the age characteristics of preschoolers, they include entertaining questions, animated pictures, games, and watching educational cartoons. The presentation helps to combine a huge amount of demonstration material, freeing from a large amount of paper visual aids, tables, reproductions, audio and video equipment.
Using the camcorder and video editing software. Pupils especially like this direction: viewing information material with an overlay of an audio sequence well known to them, creating simple clips, overlaying voice on video, etc.
Using an interactive whiteboard. The interactive board allows the child to see himself from the outside, to observe the actions of the partners in the game. Children get used to assessing the situation, not immersing themselves completely in virtual world one on one with a computer.
Creation of media libraries that are of interest to both educators and parents.
Creation of e-mail, maintenance of the DOW website with links to groups.
the computer is a new powerful tool for the intellectual development of children, it must be remembered that its use for educational purposes in preschool institutions requires careful organization of both the classes themselves and the entire regime as a whole in accordance with the age of the children and the requirements of the Sanitary Rules. A typical session lasts 20 to 30 minutes. In this case, the use of the screen should be no more than 7-10 minutes. After finishing work at the computer, in order to prevent visual impairment and relieve eye strain, it is necessary to perform simple exercises for the eyes.
The use of ICT in a preschool educational institution fully justifies and brings great benefits in the development of all spheres of the personality of a preschooler, interaction with the parents of pupils, organization of the activities of the educator, and significantly contributes to improving the quality of the educational process.
ICT tools in the education system:
Hardware:
Computer - universal device information processing
Printer- allows you to record on paper information found and created by students or a teacher for students. For many school applications, a color printer is necessary or desirable.
Projector- radically increases:
the level of visibility in the work of the teacher,
the opportunity for students to present their work to the whole class.
Telecommunication unit(for rural schools - first of all, satellite connection) - gives access to Russian and world information resources, allows you to conduct dictation teaching, to correspond with other schools.
Input Devices text information and manipulation of on-screen objects - keyboard and mouse (and various devices of a similar purpose, as well as handwriting devices. The corresponding devices play a special role for students with motor problems, for example, with cerebral palsy.
Recording devices(input) of visual and sound information (scanner, camera, video camera, audio and video tape recorder) - make it possible to directly include information images of the world around in the educational process.
Data logging devices (sensors with interfaces)- significantly expand the class of physical, chemical, biological, ecological processes included in education while reducing the training time spent on routine data processing.
Computer controlled devices- enable students of various levels of ability to master the principles and technologies of automatic control
Audio-video means provide an effective communicative environment for educational work and public events.
Internet, including - specialized for educational applications.
Virtual Constructors- allow you to create visual and symbolic models of mathematical and physical reality and conduct experiments with these models.
simulators- allow you to work out automatic skills of working with information objects - text input, operating with graphic objects on the screen, etc., written and oral communication in a language environment.
Allow to design and apply automated tests, in which the student receives the task in whole or in part through the computer and the result of the task is also fully or partially evaluated by the computer.
Complex training packages (electronic textbooks) - combinations of software tools of the above types - to the greatest extent automate the educational process in its traditional forms, the most time-consuming to create (when a reasonable quality and level of utility are achieved, most limiting the independence of the teacher and student.
Management information systems - ensure the passage of information flows between all participants in the educational process - students, teachers, administration, parents, the public.
The use of ICT technologies in the educational process in the context of the introduction of the Federal State Educational Standard for Preschool Educational Establishments
Buzmakova Svetlana Vladimirovna, teacher of the MADOU "Kindergarten No. 88", Berezniki, Perm TerritoryDescription: the work will be of interest to teachers who use ICT technologies when organizing work in a preschool educational institution, the work contains a description of the experience of introducing ICT technologies, the paper outlines the problems and prospects for using ICT technologies in a preschool educational institution.
Target:
Creating conditions for increasing the level of ICT competence of teachers of preschool educational institutions for the successful implementation of the Federal State Educational Standard for Preschool Educational Establishments
Socio-economic changes in Russia have led to the need to modernize many social institutions, and primarily the education system. The new tasks set today for education are formulated and presented in the law “On Education Russian Federation» and the educational standard of the new generation.
Informatization of education in Russia is one of the most important mechanisms affecting all the main areas of modernization of the educational system. Its main task is the effective use of the following most important advantages of information and communication technologies:
- The possibility of organizing the process of cognition, supporting the activity approach to the educational process;
- Individualization of the educational process while maintaining its integrity;
- Creation of an effective management system for information and methodological support of education.
key directions the process of informatization of preschool educational institutions are:
1. Organizational:
- Modernization of methodical service;
- Improvement of the material and technical base;
- Creation of a certain information environment.
2. Pedagogical:
- Improving ICT - the competence of teachers of preschool educational institutions;
- Implementation of ICT in the educational space.
In accordance with the law "On Education in the Russian Federation", preschool education is one of the levels of general education. Therefore, the informatization of the kindergarten has become a necessary reality of modern society. The computerization of school education has a rather long history (about 20 years), but such a spread of the computer has not yet been observed in kindergarten. At the same time, it is impossible to imagine the work of a teacher (including a preschool teacher) without using information resources. The use of ICT makes it possible to enrich, qualitatively update the educational and educational process in preschool educational institutions and increase its efficiency.
What is ICT?
Information educational technologies are all technologies in the field of education that use special technical means (PC, multimedia) to achieve pedagogical goals.
Information and communication technologies in education (ICT) is a complex of educational and methodological materials, technical and tools computer technology in the educational process, forms and methods of their application to improve the activities of specialists in educational institutions (administration, educators, specialists), as well as for the education (development, diagnosis, correction) of children.
Areas of application of ICT by teachers of preschool educational institutions
1.Records management.
In the process of educational activity, the teacher draws up and draws up calendar and long-term plans, prepares material for the design of the parent corner, conducts diagnostics and draws up the results both in print and in in electronic format. Diagnosis should be considered not as a one-time conduct of the necessary studies, but also the maintenance of an individual diary of the child, in which various data about the child, test results are recorded, graphs are built and, in general, the dynamics of the child's development is monitored. Of course, this can be done without the use of computer technology, but the quality of design and time costs are not comparable.
An important aspect of the use of ICT is the preparation of a teacher for certification. Here you can consider both the preparation of documentation and the preparation of an electronic portfolio.
2. Methodological work, professional development of a teacher.
In the information society, networked electronic resources are the most convenient, fast and modern way dissemination of new methodological ideas and didactic aids, available to methodologists and teachers, regardless of their place of residence. Information and methodological support in the form of electronic resources can be used during the preparation of the teacher for classes, for the study of new methods, in the selection of visual aids for the lesson.
Network communities of teachers allow not only to find and use the necessary methodological developments, but also to post their materials, share pedagogical experience in preparing and holding events, using various methods and technologies.
The modern educational space requires the teacher to be especially flexible in preparing and conducting pedagogical events. Teachers need regular professional development. The possibility of fulfilling the modern requests of the teacher is also possible with the help of remote technologies. When choosing such courses, it is necessary to pay attention to the availability of a license, on the basis of which educational activities are carried out. Distance advanced training courses allow you to choose the direction of interest to the teacher and study without interrupting the main educational activity.
An important aspect of the teacher's work is participation in various pedagogical projects, distance competitions, quizzes, olympiads, which increases the level of self-esteem of both the teacher and pupils. Face-to-face participation in such events is often impossible due to the remoteness of the region, financial costs and other reasons. Remote participation is open to everyone. At the same time, it is necessary to pay attention to the reliability of the resource, the number of registered users.
Undoubtedly, it is important to use ICT technologies both for maintaining documentation and for more effective methodological work and for improving the level of qualification of a teacher, but the main thing in the work of a preschool teacher is to conduct an educational process.
3.Educational - educational process.
The educational process includes:
- organization of direct educational activities of the pupil,
- organization of joint developmental activities of the teacher and children,
- implementation of projects,
- creation of a developing environment (games, manuals, didactic materials).
Visual-figurative thinking prevails in preschool children. The main principle in organizing the activities of children of this age is the principle of visibility. The use of a variety of illustrative material, both static and dynamic, allows preschool teachers to quickly achieve their intended goal during direct educational activities and joint activities with children. The use of Internet - resources allows you to make the educational process informative, entertaining and comfortable.
Types of activities with ICT
1. Activity with multimedia support.
In such a lesson, only one computer is used as an "electronic board". At the preparation stage, electronic and information resources are analyzed, the necessary material for the lesson is selected. Sometimes it's very hard to find necessary materials to explain the topic of the lesson, so presentation materials are created using PowerPoint or other multimedia programs.
To conduct such classes, you need one personal computer (laptop), a multimedia projector, speakers, and a screen.
The use of multimedia presentations allows you to make the lesson emotionally colored, interesting, they are an excellent visual aid and demonstration material, which contributes to the good effectiveness of the lesson.
With the help of multimedia presentations, visual gymnastics complexes, exercises to relieve visual fatigue are learned with children.
Multimedia presentations make it possible to present educational and developmental material as a system of bright reference images filled with comprehensive structured information in an algorithmic manner. In this case, various channels of perception are involved, which makes it possible to store information not only in factographic, but also in associative form in the memory of children.
The purpose of such a presentation of developing and educational information is the formation of a system of mental images in children. The presentation of material in the form of a multimedia presentation reduces the time of learning, frees up the resources of children's health.
The use of multimedia presentations in the classroom makes it possible to build an educational process based on psychologically correct modes of functioning of attention, memory, mental activity, humanization of the content of education and pedagogical interactions, reconstruction of the learning and development process from the standpoint of integrity.
The basis of any modern presentation is to facilitate the process of visual perception and memorization of information with the help of vivid images. The forms and place of using the presentation in the lesson depend on the content of this lesson and the goal set by the teacher.
The use of computer slide presentations in the process of teaching children has the following advantages:
- Implementation of polysensory perception of the material;
- The possibility of demonstrating various objects with the help of a multimedia projector and a projection screen in a multiply enlarged form;
- Combining audio, video - and animation effects into a single presentation helps to compensate for the amount of information received by children from educational literature;
- Possibility of demonstrating objects that are more accessible for perception to a safe sensory system;
- Activation of visual functions, visual capabilities of the child;
- Computer presentation slide - films are convenient to use for displaying information in the form of printouts in large print on a printer as a handout for classes with preschoolers.
The use of multimedia presentations makes it possible to make the lessons emotionally colored, attractive, arouse a keen interest in the child, they are an excellent visual aid and demonstration material, which contributes to the good effectiveness of the lesson. For example, the use of presentations in classes in mathematics, music, familiarization with the outside world ensures the activity of children when examining, examining and visually highlighting the signs and properties of objects, forms ways of visual perception, examination, highlighting qualitative, quantitative and spatio-temporal signs in the objective world. and properties, visual attention and visual memory develop.
2. Work with computer support
Most often, such classes are conducted using gaming training programs.
In such a lesson, several computers are used, for which several pupils work at the same time. The use of an electronic textbook (and a playful educational game for children is an electronic textbook) is a method of programmed learning, the founder of which is Skinner. Working with an electronic textbook, the child independently studies the material, performs the necessary tasks, and then passes a competence test on this topic.
The capabilities of the computer allow you to increase the amount of material offered for review. A bright luminous screen attracts attention, makes it possible to switch children's audio perception to visual, animated characters arouse interest, as a result, tension is relieved. But today, unfortunately, there is not enough good computer programs which are intended for children of this age.
Experts identify a number of requirements that developmental programs for children must meet:
- research nature,
- ease for independent studies of the child,
- development of a wide range of skills and perceptions,
- high technical level,
- age match,
- entertainment.
Types of educational programs for preschool children
1. Games for the development of memory, imagination, thinking, etc.
2. "Talking" dictionaries foreign languages with good animation.
3. Art studios, protozoa graphic editor with picture libraries.
4. Games-travelling, "rpg".
5. The simplest programs for teaching reading, mathematics, etc.
The use of such programs allows not only to enrich knowledge, to use a computer for a more complete acquaintance with objects and phenomena that are outside the child's own experience, but also to increase the child's creativity; the ability to operate with symbols on the monitor screen helps to optimize the transition from visual-figurative to abstract thinking; the use of creative and directing games creates additional motivation in the formation of educational activities; individual work with a computer increases the number of situations that a child can solve independently.
When organizing classes of this type, it is necessary to have a stationary or mobile computer class that meets the standards of SANPiN, licensed software.
Today, many kindergartens are equipped with computer classes. But still missing:
- Methods of using ICT in the educational process of preschool educational institutions;
- Systematization of computer developing programs;
- Unified programmatic and methodological requirements for computer classes.
To date, 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 use of ICT does not provide for teaching children the basics of computer science and computer technology.
An important rule in the organization of such classes is the frequency of their conduct. Classes should be held 1-2 times a week, depending on the age of the children, for 10-15 minutes of direct activity at the PC.
3.Diagnostic exercise.
For these classes, you need special programs, which is rare or non-existent in some general education programs. But the development of such computer programs is a matter of time. With the help of application software tools, you can develop test tasks and use them for diagnostics. In the process of conducting traditional diagnostic classes, the teacher needs to fix the level of problem solving by each child according to certain indicators. The use of special computer programs will not only facilitate the work of the teacher and reduce time costs (use several computers at the same time), but will also save the diagnostic results, considering them in dynamics.
Thus, unlike conventional technical teaching aids, information and communication technologies allow not only to saturate the child big amount ready, strictly selected, properly organized knowledge, but also to develop intellectual, creative abilities, and, which is very important in early childhood, the ability to independently acquire new knowledge.
The use of computers in educational and extracurricular activities looks very natural from the point of view of the child and is one of the effective ways increasing motivation and individualization of training, the development of creative abilities and the creation of a favorable emotional background. Modern research in the field of preschool pedagogy K.N. Motorina, S.P. Pervina, M.A. Cold, S.A. Shapkina and others testify to the possibility of mastering a computer by children aged 3-6 years. As you know, this period coincides with the moment of intensive development of the child's thinking, preparing the transition from visual-figurative to abstract-logical thinking.
The introduction of information technology has advantages over traditional teaching aids:
1. ICT makes it possible to expand the use of e-learning tools, as they transmit information faster;
2. Movement, sound, animation attracts the attention of children for a long time and helps to increase their interest in the material being studied. The high dynamics of the lesson contributes to the effective assimilation of the material, the development of memory, imagination, and creativity of children;
3. Provides visibility, which contributes to the perception and better memorization of the material, which is very important, given the visual-figurative thinking of preschool children. This includes three types of memory: visual, auditory, motor;
4. Slideshow and video clips allow you to show those moments from the outside world, the observation of which causes difficulties: for example, the growth of a flower, the rotation of the planets around the Sun, the movement of waves, it is raining;
5. You can also simulate such life situations that cannot or are difficult to show and see in everyday life (for example, the reproduction of sounds of nature; the work of transport, etc.);
6. The use of information technology encourages children to search for research activities, including searching on the Internet on their own or together with their parents;
7. ICT is additional features working with children with disabilities.
With all the invariable advantages of using ICT in preschool education, the following Problems:
1. The material base of the preschool educational institution.
As noted above, to organize classes, you must have a minimum set of equipment: a PC, a projector, speakers, a screen or a mobile class. Not all kindergartens today can afford the creation of such classes.
2. Protecting the health of the child.
Recognizing that the computer is a powerful new tool for the development of children, it is necessary to remember the commandment "DO NO HARM!". The use of ICT in preschool institutions requires careful organization of both the classes themselves and the whole regimen in accordance with the age of the children and the requirements of the Sanitary Rules.
During the operation of computers and interactive equipment, specific conditions are created in the room: humidity decreases, air temperature rises, the amount of heavy ions increases, and electrostatic voltage increases in the area of children's hands. The intensity of the electrostatic field increases when the cabinet is finished with polymeric materials. The floor must be anti-static, and carpets and rugs are not allowed.
To maintain an optimal microclimate, prevent the accumulation of static electricity and the deterioration of the chemical and ionic composition of the air, it is necessary: airing the office before and after classes, wet cleaning before and after classes. Classes with older preschoolers are held once a week in subgroups. In his work, the teacher must necessarily use sets of exercises for the eyes.
3. Insufficient ICT - the competence of the teacher.
The teacher not only has to perfectly know the content of all computer programs, their operational performance, the user interface of each program (the specifics of the technical rules of action with each of them), but also to understand technical specifications equipment, be able to work in the main application programs, multimedia programs and the Internet.
If the DOW team manages to solve these problems, then ICT technologies will become a great helper.
The use of information technology will help the teacher to increase the motivation for teaching children and will lead to a number of positive consequences:
- enrichment of children with knowledge in their figurative-conceptual integrity and emotional coloring;
- facilitating the process of assimilation of the material by preschoolers;
- excitation of a lively interest in the subject of knowledge;
- expanding the general horizons of children;
- increasing the level of use of visualization in the classroom;
- Increasing the productivity of the teacher.
There is no doubt that in modern education the computer does not solve all the problems, it remains just a multifunctional technical teaching aid. No less important are modern pedagogical technologies and innovations in the learning process, which allow not only to “invest” in each child a certain amount of knowledge, but, first of all, to create conditions for the manifestation of his cognitive activity. Information Technology, together 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 tools will make the process of learning and development of children quite simple and effective, free from routine self made will open up new opportunities for early education.
Informatization of education opens up new opportunities for teachers to widely introduce new methodological developments into pedagogical practice aimed at intensifying and implementing innovative ideas of educational, educational and correctional processes. Recently, information and communication technologies (ICT) have been a good assistant to teachers in organizing educational and correctional work.
Unlike conventional technical teaching aids, information and communication technologies allow not only to saturate the child with a large amount of ready-made, strictly selected, properly organized knowledge, but also to develop intellectual, creative abilities, and, which is very important in preschool childhood, the ability to independently acquire new knowledge.
The use of information technology in education makes it possible to significantly enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency.
If we describe the process of informatization of a preschool educational institution formally, then it can be represented as a sequence of transitions of an educational institution from one state to another. This transition, as a rule, requires special efforts from teachers, which must be organized in one way or another: these can be one-time events or a whole program of work.
Informatization of preschool education is a process of its development. To evaluate it, it is necessary to determine to what extent the new state of the preschool educational institution differs from its previous state.
Based on the above provisions, we can propose a model based on several assumptions:
1. The process of informatization of preschool educational institutions is discrete: educational institutions are, as it were, dragged from one state to another.
2. Informatization of preschool educational institutions is developing unevenly along with educational institutions where this process is just beginning, there is a preschool educational institution where informatization has led to a cherished transformation in the educational process and in the management of preschool educational institutions. It can be assumed that in reality there are all stable (available in today's conditions) states of DOE informatization from the set of possible ones.
3. In the informatization state space, there are groups of states that are close to each other. Preschool educational institutions that are in these states solve the same (or similar) tasks, face similar problems, use similar methods to solve them.
4. The degradation of educational institutions is socially prohibited. In the process of informatization, the DOE may remain in the same state or move to a new one. In the new state, the results of its work should be no worse than in the previous one.
5. When developing an informatization program, the employees of the preschool educational institution strive to change the resources, conditions and rules of behavior of the participants in the process in such a way as to improve their "pedagogical quality" and thereby transfer the preschool educational institution to a new state
The task of informatization of preschool educational institutions is still defined too one-sidedly: equipment problems remain in the foreground computer technology and Internet connection, and the content side of the use of these tools is not given due attention.
Technical support, of course, is a necessary but not sufficient basis for the informatization process. Informatization of a preschool educational institution can fully form a single information educational space only on the basis of the development of a clear concept that defines priority goals, determines the priority goals of informatization and the means to achieve them, taking into account the specifics of a particular preschool educational institution.
In publications on the informatization of preschool educational institutions, there are at least three main tasks of informatization of preschool educational institutions:
1. increasing the effectiveness of upbringing, education;
2. development of information culture;
3. development of the management of preschool educational institutions using information technology.
At the same time, the first goal suggests that the informatization of the preschool educational institution should lead to more efficient fulfillment of the social educational and educational order.
The second goal involves the development of general skills in the use of information technology, both educators and pupils to improve the efficiency of their activities.
The third goal involves the development of the management of preschool educational institutions in modern conditions; development of information technologies in the professional activities of educators.
The most important goals of informatization of preschool educational institutions are:
1. Improving the quality of education;
2. Improvement of scientific and methodological literature;
3. Improving the management of the educational process;
4. Information integration with higher authorities of the external environment
The process of informatization of preschool educational institutions is of a phased (multi-level) nature, its goals and objectives are to a large extent determined by the characteristics of a particular stage of implementation. So, at the first stage, the main goal should be to involve all participants in the educational process in the informatization process.
It is advisable to rely on already widespread approaches to informatization. educational institutions, take into account the current situation in the field of informatization of this preschool educational institution, information needs and the degree of psychological readiness for informatization of participants in the educational process.
To date, two main approaches to the informatization of preschool educational institutions have become widespread. The first is the informatization of the preschool educational institution as an enterprise: the preschool educational institution is considered as a multifunctional institution, a significant part of the work of which is built according to the laws of the activities of an ordinary enterprise. In this case, first of all, financial and economic activities are automated: accounting, material and technical accounting, personnel accounting.
This approach does not contribute to the creation of a full-fledged information educational space, and it is applicable only in those institutions where there is a basis for informatization of administrative and economic work (for example, they have their own accounting department).
The basis of another approach is the informatization of the educational process, where the formation of a single information space of preschool educational institutions is carried out through the informatization of pedagogical activity.
The creation of a full-fledged unified information space of a preschool educational institution requires a combination of different approaches to informatization with the obligatory consideration of the specifics of a particular preschool educational institution
The informatization process in the preschool educational institution includes a number of indicators:
1. The readiness and ability of teachers to work effectively in the new information environment and changing organizational conditions (pedagogical ICT - the competence of educators);
2. Changes in the classroom for the co-organization of participants in the educational process (changes in regulations, procedures, work of the preschool educational institution);
3. Changes in the methods and organizational forms of work of children, individual teachers and the teaching staff of the preschool educational institution as a whole (dissemination of ICT methods and organizational forms of educational work)
Directions of informatization of preschool educational institutions
Currently, the following main areas of informatization of preschool educational institutions are being considered:
1. informatization as technical equipment for preschool educational institutions;
2. informatization of preschool educational institutions as the introduction of new information technologies in education and upbringing;
3. informatization of the management activities of the preschool educational institution.
One of the areas of informatization of preschool educational institutions is informatization as the technical equipment of preschool educational institutions.
A few years ago, when the process of informatization was just beginning, it was considered as a process of equipping preschool educational institutions with new information technologies (number of computers, Internet connection, etc.). The presence of technology looks like evidence of the well-being of the preschool educational institution, its administration, teaching staff, pupils .
On the one hand, this is true: without the appearance of a technological infrastructure in an educational institution, it is not necessary to talk about its informatization. However, by themselves, the indicators of technical equipment only indirectly indicate the development of informatization processes. Practice has shown that not always a strong technical base was used in the educational process, but was focused on solving organizational issues, maintaining automated document management.
A significant factor in computerization is the understanding by the heads of institutions, teachers, parents that the computer and the Internet are tools that give an effect only if they fit into the interior of the preschool educational institution as tools. Then the content and organization of the educational process, as well as its results, change.
Modern means of information technology over the past decades have made it possible, real and convenient to collect various types of information about the world. The formation of skills in the use of means of collection and digital collection and digital input of information is already feasible for preschool children and is becoming an important element of primary education.
A preschool child collects digital images of the world around him with the help of a digital camera. Gradually, he acquires ICT skills in obtaining high-quality images in parallel with ICT competence, which is expressed in the exact choice of the subject for shooting, the selection of images in accordance with the given purpose, the choice of names for images and folders where images are stored. The child receives subject competence in the field of literacy and speech development, expressed in the correct spelling of folder names, the ability to build his story from a photograph
Digital microscope - a microscope equipped with a device for converting an image into a digital signal for input to a computer. At the same time, changes in the image can also be recorded in the computer, for example, the movement of microorganisms, the resulting images and video clips can be mounted in a presentation, etc.
The scanner is a necessary digital tool for the educational process. It allows you to freely use existing non-digital information sources, including the visual works of the children themselves, the pictures they found, etc.
The digital projector is a powerful tool for direct, personal communication in virtually any activity. Even preschoolers can successfully apply it, assemble their own sequence of photos or video clips into a presentation, and then tell the audience in the group about what they see on the screen. Of course, the teacher also needs a projector, because. it significantly increases the comfort of the performance for him and enhances the visibility, the emotional component for preschoolers. Interactive whiteboards allow the educator to include on-screen presentation of handwritten notes, notes, etc. right in the course of the performance, highlight the bypass on the screen of individual objects and much more.
The possibility of using printers and copiers in conjunction with a computer is beyond doubt. However, in DOE it has its own specifics. One aspect of this specificity is that many preschools cannot afford unsupervised printing due to the cost of materials. Another aspect is that DOEs need not only the most common, but also less standard printers. Color also turns out to be not a luxury, but a means of learning and self-expression.
A necessary condition for the implementation of all of these areas is to provide an appropriate material and technical base:
1. Installation and Maintenance computer equipment and software in classrooms and groups;
2. Security specifications to access the Internet
The next direction, which is envisaged by the informatization of the preschool educational institution, is the use of ICT in management activities. It is known that if the leader is interested in the application of modern educational technologies, then they will be used in preschool educational institutions.
The areas of informatization of the management of preschool educational institutions are quite diverse:
1. Passport of the educational institution ( general information about the educational institution, logistical and methodological support, the formation of the report of the preschool educational institution, etc.);
2. Personnel (management of personal files, accounting for the movement of employees, the introduction of a book of orders for personnel, billing);
3. Pupils and their parents (management of personal files, attendance records, control of upbringing and training, psychological and pedagogical support, etc.);
4. Schedule of classes (automated compilation of options for the schedule of classes with the possibility of choosing the optimal one);
5. Library (accounting for the library fund and its relevance, maintaining electronic catalogs for the library);
6. Medical office (introduction of children's medical records, medical support);
7. Accounting (accounting for financial documents, introduction of financial, economic and statistical reporting)
One of the most basic areas of informatization of the preschool educational institution is the change in the forms and methods of the educational process in the preschool educational institution.
The use of modern information as teaching tools and management of the educational process shows the deficiencies of traditional school practices. The functions of accepting information, copying it, storing playback, as well as solving problems according to the once described algorithm, the computer takes over, leaving the choice of goals, analytics, design, and the tasks of organizing social conditions for obtaining and using the results obtained to a person.
Information management and management based on its qualified use becomes relevant for the administration of preschool educational institutions, teachers and children. Understanding the meaning of activity, a conscious search for information, setting goals and objectives, organizing contacts, business process, calculating opportunities and risks - these are the conditions for the development of a preschool educational institution and, at the same time, an expression of the quality of modern education.
The use of microelectronics for automatic collection, transformation, storage, search and transmission over a distance of information of any kind is becoming a necessary part of people's culture, a condition for socialization and quality of life. Information and communication tools provide new opportunities for the accumulation and transmission of relevant methodological information.
The conditions for the creation, maintenance and development of integrated virtual educational facilities, each segment of which is provided with resources, the combined interests of teachers, methodologists, scientists, authors of project ideas and external students working in different teams, appear in the educational authorities and in the preschool educational institution.
Therefore, it is already now necessary to organize the learning process based on modern information and communication technologies, where electronic means are increasingly used as sources of information.
An effective mechanism for increasing the availability of quality education is the introduction of modern information educational technologies, including the use of the latest electronic educational resources.
informational educational technologies are called all technologies in the field of education that use special technical information tools (computer, audio, cinema, video) to achieve pedagogical goals.
Increasing the availability of quality education can help, not least new pedagogical and, also, information technologies. It is impossible to separate one from the other, since only the widespread introduction of new pedagogical technologies will make it possible to change the very paradigm of education, and only new information technologies will make it possible to most effectively realize the opportunities inherent in new pedagogical technologies.
In recent years, there has been teamwork on informatization and computerization of preschool educational institutions. Federal educational portals have been created, most preschool educational institutions are equipped with computers. Many educational institutions have access to the Internet. More and more teachers are mastering the skills of a computer and Internet user, taking courses on the use of new information technologies in the educational process and educational activities
Informatization of education is the process of providing the education sector with methodology and practice for the development and optimal use of modern information technologies focused on the implementation of the psychological and pedagogical goals of training and education. Even more high level information culture of a person is represented by information competence - computer literacy and the ability to search for information, use and evaluate information, knowledge of computer communications technologies, the ability to master and use the capabilities of information technologies to solve problems
The change in the requirements for the quality of education and upbringing, due to ongoing socio-economic processes, and the globalization of the informatization process predetermines the need not only to revise and update the content of education, but also to develop new pedagogical technologies that ensure the formation and improvement of the level of competence, key competencies, declared by the education development strategy as a new type of educational result.
The main directions of the use of new information technologies in the educational process are:
1. The direction that is used to present new material. In this direction, demo-encyclopedic programs, computer presentations can be used;
3. Direction when fixing the material presented. This is the use of a variety of training programs and laboratory work;
4. The direction used for control and verification. These include assessment testing and monitoring programs.
The use of ICT to improve the efficiency of preschool educational institutions
Informatization of preschool education is an objective and inevitable process. It is focused on creating optimal conditions for the use of information resources and technologies in the course of interaction between the subjects of pedagogical activity.
Informatization of the management of a preschool educational institution leads to the intensification of management, providing better interaction between the environment, the control and managed subsystems based on ICT, and, as a result, contributes to the optimization of the functioning of the pedagogical system, the development of its potential and the possibility of implementing a social order.
Informatization of preschool educational institutions is carried out in several directions: pedagogical and organizational, the first of which helps to increase the efficiency of the educational process, and the second - to modernize management through the use of ICT.
The essence of the informatization of the management of the preschool educational institution is the process of information support for management activities based on the use of modern computer technology and communication facilities in order to optimize the functioning of the pedagogical system, develop its potential and expand the possibilities for implementing the social order. The activities of the preschool educational institution directly depend on the extent to which the head, his deputies, specialists and teachers have information, how quickly they can process the information and bring it to the attention of the participants in the educational process
The use of information and communication technologies makes it possible to raise the quality and culture of management activities by an order of magnitude, to create reserves for working in the development mode.
The introduction of ICT in the management of preschool educational institutions allows you to increase such indicators as:
1. saving labor cost and time;
2. awareness of the state of the managed system;
3. efficiency in making managerial decisions;
5. optimization and automation of information processes;
6. intellectual potential of the team.
A distinctive feature of the modern education system is a sharp increase in direct and reverse flows of information along the entire vertical of control. The traditional forms of working with information are being replaced by computer technologies for managerial purposes. Storing, processing, receiving, transmitting, analyzing information, reducing paper flow through computer networks provides an opportunity to speed up the process of management activities and, in general, increase its efficiency. The experience of MBOU "Kindergarten-School No. informatization in management activities.
The administration of the preschool educational institution, specialists own a computer and have it for personal use. Record keeping is organized on the basis of use Microsoft programs Word, Microsoft Excel. The Excel spreadsheet processor makes it easy to process data, quickly perform complex calculations and visualize them in the form of tables.
For more efficient interaction in the institution, a partially created the local network, allowing you to speed up the work with information.
DOW has access to the Internet, its own website and e-mail box. Using e-mail allows you to quickly receive information from various institutions and organizations and promptly send it to them, which saves time. Accommodation important information on the website of the preschool educational institution allows you to bring it to the attention of the parents of pupils in a timely manner.
The creation of a website in the preschool educational institution brought the organization of interaction between the administration of the institution, teachers and parents of the preschool educational institution to a higher quality level. We have an open space for dialogue between teachers and parents with the public and society, and information characterizing the activities of preschool educational institutions has become available to a wide range of users.
Thus, the introduction of information technologies into the management process of preschool educational institutions, including the educational process, undoubtedly leads to an increase in the quality and efficiency of managerial decisions and a transition to more efficient forms of work.
Preventive and educational activities of specialists of preschool educational institutions in work with parents
Accompanying a child in a preschool educational institution is a multilateral process that includes the interaction and work of all specialists in different areas. The most important activities of specialists are the prevention of various disorders in the health and development of children, as well as the education of adults on the issues of accompanying a child in the process of upbringing and development.
The main meaning of education is to acquaint parents with the basic laws and conditions for the favorable mental development of the child, to popularize and explain the results of research, to form the need for knowledge and the desire to use it in the upbringing of the child or in the interests of developing one's own personality.
Prevention is a type of activity aimed at preserving, strengthening and developing the health of children at all stages of preschool childhood.
New modern opportunities help specialists in working with parents and teachers (Table 1).
Table 1
The use of ICT in the interaction of specialists of preschool educational institutions and parents in the framework of preventive and educational areas
|
Specialists |
Main goals |
Used ICT |
|
Educational psychologist |
Informing parents about the standards of age development and individual characteristics of the child; |
Making visual consultations, booklets, business cards; Preparation of questionnaires and other diagnostic forms for parents Design of "parental corners" and information stands; Placing information on the DOE website The use of a variety of illustrative material, both static and dynamic in nature Communication with parents via email Use of books, manuals, magazines in electronic form Using multimedia presentations in group events Exchange of experience, acquaintance with the periodicals of other teachers of Russia Acquaintance with the scenarios of holidays, leisure and other activities Selection of musical material for classes, matinees, entertainment, recording phonograms |
|
Informing parents about the features of age crises; |
||
|
Prevention of violations of parent-child relations; |
||
|
Prevention of maladjustment of children when entering kindergarten or when moving from one age group to another; |
||
|
Informing parents about the content and components of psychological readiness for school; |
||
|
Prevention of school maladaptation; |
||
|
Informing parents about ways to correct emotional and personality disorders in children; |
||
|
Informing parents about ways to improve communication skills in children; |
||
|
Improving the communicative competence of parents |
||
|
Teacher speech therapist |
Informing parents about age standards for speech development; |
|
|
Informing parents about the types of speech disorders; |
||
|
Teaching game techniques for speech development |
||
|
Convincing parents of the need to consolidate the result obtained from the work of a speech therapist with a child at home |
||
|
Defectologist teacher |
Prevention of violations of the intellectual development of children |
|
|
Informing parents about the standards of age development of preschool children |
||
|
Teaching parents to play techniques for the development of the child (basic mental processes; general and fine motor skills) |
||
|
Development of auditory perception |
||
|
Development of sensory abilities |
||
|
Physical education instructor |
Informing parents about physical culture and health work in preschool educational institutions, its results and ways to improve |
|
|
Informing parents about the features of the physical development of children, their motor preferences, the results of their motor activity |
||
|
Promotion of healthy lifestyles |
||
|
Conducting parent-child sports events |
||
|
Musical director |
Involving parents in the process of musical education of children |
|
|
Informing parents about the development of musical abilities in children |
||
|
Informing parents about the directions of musical education |
||
|
Assistance in identifying gifted children (who have dancing, singing and (or) theatrical abilities) |
||
|
Informing about the organization of children's leisure |
Based on the results of the interaction of specialists with parents, the most pressing issues about the development and upbringing of children are identified (Table 2). The development of consultations by specialists on the website of the kindergarten is focused primarily on the request of parents.
Regular informing consumers and the public about the activities of organizing additional educational services through their own website contributed to an increase in parental demand, thereby expanding the scope of additional educational services, as well as the number of children attending circles and sections (Table 2).
table 2
A quantitative analysis of the dynamics of the request of parents to the specialists of the preschool educational institution for 3 academic years (from 2010 to 2013) allows us to draw the following conclusions: the number of requests from parents has increased, which is associated, in particular, with the regular use of ICT in work, in particular with the creation of a kindergarten website (table 3).
Table 3
The use of ICT in sports and health work
In accordance with the Law of the Russian Federation "On Education", human health is attributed to the priority areas of state policy in the field of education. An important condition for maintaining and strengthening the health of children is the comprehensive attention to it by teachers, parents, instructors in physical education, and medical personnel.
Activities aimed at preserving and strengthening the health of children:
1. Life safety of children in preschool
1.1 Creation of a health-saving infrastructure of a preschool educational institution that meets
SanPiN requirements, including:
– rational organization of the educational process;
– optimal organization of physical culture and health-improving work;
- organization of high-quality food and medical support.
1.2 Fulfillment of instructions for protecting the life and health of children
1.3 Classes on life safety and healthy lifestyle
2. Improving and preventive measures:
2.1 Morning, breathing, visual, corrective gymnastics, invigorating, gymnastics after sleep;
2.2 Self-massage, acupressure;
2.3 Physical education;
2.4 Physical minutes;
2.5 Outdoor games and exercises for a walk;
2.6 Health running;
2.7 Hardening;
2.8 Use of phytoncides (onion, garlic);
2.9 Air humidification;
2.10 Use of bactericidal lamps, Chizhevsky's lamp;
2.11 Rational nutrition.
3. Additional activities:
3.1 General physical training section "Fortress"
3.2 Choreographic circle "Swans"
3.3 Sports dance circle "Fitness dance".
4. Working with family:
4.1 Education of parents on healthy lifestyles and
use of elements of physical culture at home;
4.2 Joint holidays, entertainment, hiking, excursions.
Advantages of using information and communication technologies in the process of physical culture and health work:
1. ICT make the process of physical education more modern, diverse, rich;
2. have a complex effect on different channels of perception, on different kinds memory, provide handling of large amounts of information;
3. provide visibility, beauty, aesthetics of the design of sports and recreational activities;
4. make the process of physical education more attractive to children, increase interest in sports activities;
5. contribute to the adaptation of the child in the modern information
space and the formation of information culture;
6. are used in various forms of physical culture and recreational activities and are combined with various information sources and pedagogical technologies;
7. allow to carry out the system of diagnostics and monitoring of physical culture and health-improving work more qualitatively;
8. improve the quality of pedagogical work.
Mastering office programs such as Microsoft Word, Excel, PowerPoint opens up the possibility of preparing didactic materials, presentations, portfolios, questionnaires and consultations for parents, maintaining databases, automating work on the analysis of physical education.
The main directions of using ICT in sports and health work are shown in Table 4.
Table 4
|
Directions of physical culture and health improvement work |
Use of ICT |
|
Work with children |
The use of Internet resources for the selection of video, audio and text information |
|
Working with teachers |
Pedagogical advice, seminars, consultations using videos, presentations, multimedia equipment |
|
Working with parents |
Counseling and education on the DOW website. Parent meetings, conferences, consultations, conversations using presentations, videos, photos |
|
Organizational and methodological activities |
Electronic planning: Educational process in physical culture; Physical-improving and sports-mass events; Individual work with children; Events with preschool teachers and parents; Diagnosis of physical fitness of preschoolers: drawing up tables, diagrams, graphs and diagrams Decor: Results of diagnostics of children's physical readiness; The results of the physical culture and mass work of the preschool educational institution; Methodological materials that contribute to the education of preschoolers in the field of physical culture; |
In professional activities, a physical education instructor can use: office programs, Internet, electronic editions of the educational direction.
Modern computer equipment acts as a means of organizing and equipping sports and recreation work in preschool educational institutions:
1. as a means for creating information and methodological materials and documents (plans, abstracts, methodological developments);
2. as a means of providing visibility (presentations, videos, videos and other demonstration forms);
3. as a means of information retrieval (text, video and audio);
4. as a means of processing information (photos and video images, textual, statistical information for portfolios, processing questionnaires, building diagrams, graphs in the study of the dynamics of certain processes in physical activity);
5. as a means of storing information (databases, methodological developments and collections, photo and video archives, electronic storages);
6. as a means of communication (website, Email, forums, chats).
The use of Internet resources allows not only to find necessary information, but also be an active member of the network community, organize work with parents.
Conclusion by chapter
ICT in preschool educational institutions can be used in the following activities:
1. Selection of illustrative material for classes and for the design of stands, groups, classrooms (scanning, Internet, printer, presentation);
2. Selection of additional educational material for classes;
3. Acquaintance with the scenarios of holidays and other events;
4. Exchange of experience, acquaintance with periodicals, developments and ideas of other teachers in Russia and other countries;
5. Maintenance of the DOW website;
6. Registration of group documentation, reports. The computer allows you not to write reports and analyzes every time, but it is enough to type the scheme once and then only make the necessary changes;
7. Creation of presentations in the PowerPoint program to improve the effectiveness of educational activities with children;
8. Using presentations created in the PowerPoint program to improve the pedagogical competence of parents in the process of holding parent-teacher meetings;
9. The use of digital cameras and photo editing programs that allow you to manage pictures as easy as taking pictures, easily find the ones you need, edit and show them;
10. Using the camcorder and related programs (essentially new way to view, store and provide for public access of the entire video material, you can quickly create simple movies by adding titles, scene transitions, background music or voiceovers to the video);
11. Design of booklets, visiting cards of the institution, materials on various activities;
12. Use of email
Literature
1. Bogomolova, O.B. The culture of keyboard writing / O.B. Bogomolova - M., 2009.
2. Bogomolova, O.B. The art of presentation / O.B. Bogomolova - M., 2010.
3. Bosova, L.L. Dictionary terms of the conceptual apparatus of informatization of education / L.L. Bosova - M., 2011.
4. Burdyukova, E.V. Video materials and network video services in the work of a teacher: a practical guide / E.V. Burdyukova - M., 2008.
5. Voloshina O.V. The development of spatial representations in the classroom of computer science in kindergarten / O. V. Voloshina // Informatics - 2006. - No. 19.
6. Gorvits, Yu.M. New information technologies in preschool education. / Yu. M. Gorvits, A. A. Chainova, N. N. Poddyakov. - M., 1998.
7. Goryachev, A.V. Everything on the shelves: a guide for preschoolers 5-6 years old / A.V. Goryachev, N.V. Key - M., 2008.
8. Goryachev, A.V. Everything on the shelves: guidelines for the course of informatics for preschoolers / A.V. Goryachev, N.V. Key - M., 2004.
9. Drakhler, A.B. A network of creative teachers: a methodological guide / A.B. Drakhler - M., 2008.
10. Zhuravlev, A.A. What are pedagogical technologies and how to use them? / A.A. Zhuravlev - M., 2007.
11. Zuev, M.B. Internet: advice from an experienced teapot: eight years later / M.B. Zuev - M., 2007.
12. Kalinina, T.V. Management of the preschool educational institution / T.V. Kalinin. - M., 2008.
13. Kalugina, O.B. Work with spreadsheets. Microsoft Office Excel 2003 / O.B. Kalugina - M., 2006.
14. Castells, M. Information Age: Economics, Society and Culture / M. Castells - M., 2000.
15. Colin, K.K. Russia and the world on the way to the information society /K.K. Colin // Open Education. - 2006. - No. 4.
16. Pozharina, G.Yu. Strategy for the implementation of free software in educational institutions / G.Yu. Pozharina - M., 2008.
17. Saikov, B.P. Organization of the information space of an educational institution: a practical guide / B.P. Saikov - M., 2005.
18. Tsvetkova, M.S. Models of continuous information education / M.S. Tsvetkova - M., 2009.
19 Castells, M. Information Age: Economics, Society and Culture / M. Castells - M., 2000.
20. Colin, K.K. Russia and the world on the way to the information society /K.K. Colin // Open Education. - 2006. - No. 4.
21. Komarova, T.S. Information and communication technologies in preschool education / T.S. Komarova - M., 2011.
22. Kolodinskaya, V.I. Informatics and information technologies for preschool children / V.I. Kolodinskaya - M., 2008.
23. Kravtsov, S.S. Computer game programs as a means of stabilization emotional state preschoolers / S. S. Kravtsov, L. A. Yagodina // Informatics. - 2006. - No. 12.
24. Krapivenko, A.V. Multimedia technologies and perception of sensations / A.V. Krapivenko - M., 2009.
25. Ksenzova, G.Yu. Perspective school technologies / G.Yu. Ksenzova - M., 2000.
26. Levin, V.I. History of information technologies / V.I. Levin - M., 2007.
27. Matsievsky, N.S. Speed up your site. Methods of client optimization of web pages / N.S. Matsievsky - M., 2009.
28. Henner, E.K. Formation of ICT-competence of students and teachers in the system of continuous education / E.K. Henner - M., 2008.
29. Osadchuk, E.V. Competitiveness on the Internet: how to make your project successful / E.V. Osadchuk - M., 2008.
Content:
1. Annotation of methodological development.
2. Relevance of methodological development.
3. Activities for the implementation of the pedagogical initiative.
4. Results of the implementation of the initiative.
5. Methods for evaluating the results of the introduction of ICT in the educational process.
6. Scenario of a series of GCD using ICT during the week of the thematic block “Water is needed everywhere and always”. Middle group.
7. Scenario of a GCD series using ICT during the week of the thematic block "My great region - Krasnoyarsk!". Senior group.
8. Used literature.
Annotation: This methodological development presents the experience of a preschool teacher in introducing ICT into the educational process. The main advantage of this methodological development is that, having only a laptop and the Internet, you can greatly diversify the educational process in preschool educational institutions and improve the interaction of participants in the educational process. Even without an interactive whiteboard in an educational institution, ICT can be used effectively. Designed for preschool teachers .
The use of information and communication technologies in the educational process of the preschool educational institution is my pedagogical initiative.
Relevance This pedagogical initiative is caused, on the one hand, by the modernization of the education system of the Russian Federation, which imposes new requirements on the content and forms of educational work with children. Such ongoing events in the field of education as the adoption of the Strategy for the Development of the Information Society and the Concept of the country's socio-economic development until 2020, the implementation of the program " Electronic Russia”, connecting schools to the Internet, the adoption of amendments to the Law “On Education”, the introduction of federal state educational standards to the structure of the general educational program of preschool education, the introduction of professional educational standards for teachers have led to a change in the content, methods and forms of the entire education system, and therefore, the work of children's gardens.
In modern society, in a dynamically changing world, in which technologies are constantly being improved and complicated, where children live and are formed in the information environment, the informatization of the education sector is of fundamental importance.
On the other hand, the introduction of ICT into the practice of my work with children, parents, and later teachers, is due to the following reasons:
1. In accordance with the federal state educational standards, the creative group of MBDOU developed thematic weeks, which meets the principle of a complex thematic construction of the pedagogical process, as a result of which we encountered the problem of a lack of didactic and visual aids.
2. The current situation in the development of society is developing in such a way that a child in society is faced with the latest technological advances (7D, 9D, gadgets, etc.), coming to kindergarten it is often difficult to surprise and evoke an emotional response to an ordinary picture and a dry presentation of material .
3. One of the main participants in the educational process are the parents of pupils. There is a problem of involvement of parents in the pedagogical process, as well as the problem of dissemination of information in the parent community.
The idea of a pedagogical initiative consists in building an enriched educational environment inside the MBDOU, through the introduction of information and communication technologies into the pedagogical process, and as a result, improving the quality of educational activities.
The goal of the pedagogical initiative: improving the efficiency of the educational process through the introduction of information and communication technologies in preschool educational institutions.
Tasks of the pedagogical initiative:
. to develop children's motivation for the content of the pedagogical process, to broaden their horizons through the creation and use of ready-made multimedia developments.
. to increase the degree of involvement of parents in the pedagogical process through the organization of interesting forms of work, as well as the creation of the group's own website.
. share experience in the teaching community through social networks.
. assist in improving the information and communication competencies of preschool teachers.
Activities for the implementation of the pedagogical initiative.
Educational activity in kindergarten has its own specifics, it should be emotional, with the involvement of a large illustrative material. Computer technology with its multimedia capabilities helps in solving this problem.
Information and communication technologies do not depend on the topic, form of conducting and content of educational activities, as well as on the age of participants. Working with the involvement of information technology helps the teacher show the children the process in dynamics, virtually visit a certain area, give the closest idea of the topic being studied, therefore, activates the children for activity.
Information technology is not only computers and their software, but the use of everything that can provide ample opportunities for communication - this is the use of a computer, the Internet, TV, video, DVD, CD, multimedia, audiovisual equipment.
ICT tools that I used in my work with children and parents:
- Computer with software.
- Multimedia projector.
- A printer.
- Camcorder.
- Camera.
- TV.
- Video recorder.
I organized my activities on the introduction of ICT into the pedagogical process in the following areas:
I. The use of ICT in the organization of the educational process with children:
. Selection of additional educational material (multimedia developments and presentations) for directly educational activities, acquaintance with the scenarios of holidays and other events on Internet resources;
. Creation of thematic presentations in the Power Point program for the lesson. A media lesson, compared with traditional forms of education and training, has a number of advantages:
- presenting information on a computer screen in a playful way causes children's great interest in activities;
- movements, sound, animation attract the attention of the child for a long time.
. Creating interactive (electronic) physical minutes, in order to switch children to creative activity, to relieve mental stress and increase the emotional tone of the children's body, such dynamic pauses (interactive physical minutes) can be inserted into the educational process. Music and rhythmic movements relieve fatigue well and have a beneficial effect on the mood of children.
The tasks of such dynamic pauses (physical minutes):
- prevention of fatigue;
- Removal of emotional stress in the process of training;
- restoration of mental performance;
- improvement of general motor skills;
- development of clear coordinated movements in conjunction with vision;
- increased interest in activities.
Additional tasks:
- repetition, for example, if this is a spring physical minute, then signs of spring, if a physical minute on the topic of life safety - safety rules;
- repetition of the words of the song.
. Selection on Internet resources of illustrative material for classes and for the design of stands, groups, as well as using scanning;
. The use of digital photographic equipment, video equipment and photo and video editing programs for the production of additional educational material, which I use in creating presentations, designing thematic photo exhibitions and videos (N: a series of presentations "The Owl Invites", a series of virtual excursions "Journey on Clouds";
. Registration of booklets, business card of the group, personal card of the pupil for the booth, tickets for performances, invitation cards for festive events.
. Use of a computer in office work of the group, creation of various databases.
II. Use of ICT in the process of interaction with parents:
. Selection of additional educational material to improve the pedagogical competence of parents (for presentations at parent-teacher meetings, information on stands and folders);
. Making invitations to festive events, stands for parents, surprise moments for the holidays (postcards and collages created in Photoshop).
. Creation of thematic presentations in the Power Point program for holding parent meetings, festive events;
. Using digital cameras and photo editing programs to create photo reports, photo exhibitions, photo shows and photo gifts for the holiday.
. Using a video camera and related programs to create videos "Speaks and shows kindergarten" Lukoshko "".
. Creation of a group website on which presentations of classes, video lessons, video and photo reports from the life of the group are laid out; informing parents about ongoing events; receiving information in the form of advice; Feedback with parents, The site allows parents to get to know educators better, their hobbies, interests. Such communication with parents of children who are at home due to illness is especially important. They need to be aware of garden life, educational activities.
III. Exchange of experience in the pedagogical community in order to improve qualifications:
. Creating your own website (block) for posting your developments;
. Acquaintance on the sites of additional education with periodicals, developments of other teachers;
. Participation in professional competitions;
. Conducting master classes in the preschool educational institution on creating presentations, electronic physical minutes; presentations of work experience in maintaining documentation of the educator in electronic form, etc.
Implementation of the pedagogical initiative.
The presented pedagogical initiative can be successfully implemented in any preschool educational institution, if there are initiative teaching staff and appropriate ICT tools. Even without an interactive whiteboard in an educational institution, information technologies can be effectively implemented. Having a laptop and a projector, the educational process in a preschool educational institution can be made bright and complete. By placing the equipment in one room, the problem of the lack of information and communication technologies in each group will be removed.
Results of the implementation of the initiative.
The introduction of information and communication technologies in the educational process helps to improve the quality of the educational process:
. the transfer of knowledge and accumulated experience is accelerating, teachers have the opportunity to communicate professionally with a wide audience of Internet users, their social status;
. when using electronic educational resources, the quality of education increases, the cognitive motivation of pupils increases, children adapt faster and more successfully to the ongoing changes, respectively, there is an increase in their achievements;
. noting the interest of children in preschool, parents began to respect teachers, listen to their advice, participate more actively in group projects, as well as in all group activities.
Thus, the use of information and communication technologies and multimedia tools in kindergarten makes it possible to modernize and increase the efficiency of the educational process.
Methods for evaluating the results of the introduction of ICT in the educational process.
|
Criteria for evaluating effectiveness |
Ways to evaluate the results of ICT implementation |
|
|
Pupils |
Targets taking into account age-related opportunities and individual differences (individual developmental trajectories) of children. |
Monitoring the activity of children in spontaneous and specially organized activities; for the development of the child in various activities. |
|
Parents |
Growth in attendance by parents of teacher education events. Participation in the organization and conduct of events in the preschool educational institution. |
Questionnaire "Attitude of parents to preschool educational institution". Analysis of the protocols of attendance of parents of events on pedagogical education and leisure activities. |
|
teachers |
Increasing the degree of ICT competence of teachers. |
Questionnaire "ICT in my work". Analysis of the documentation of the teacher. |
Scenario of a GCD series using ICT during the week of the thematic block “Water is needed everywhere and always”. Middle group.
Subject goal: Expand children's understanding of water through different activities.
Tasks:
- to give children an idea of the role of water in human life;
- expand children's ideas about the importance of water in the world around them, about the forms of its manifestation (river, stream, rain, sea, etc.);
- to form elementary skills of cognitive research activity;
- expand knowledge about the underwater world;
- familiarity with the concept of the water cycle in nature; with some properties of water;
- expand knowledge about inanimate nature (clouds, clouds, rainbow ...);
- activate and enrich the vocabulary of children with nouns, adjectives and verbs on the topic of the lesson;
- educate respect for water.
Presentation "The blue color of the planet Earth" (Appendix 1)
Monday« The blue color of the planet Earth.
Secretly from the children, open the water tap and leave it open, after a while, turn the children to the water flowing from the tap. Start a conversation with the question “Why is it necessary to close the tap behind you?”, Translate the conversation smoothly to gaining knowledge about water.
slide 2
: I take a globe in my hands, I ask what the color blue means? (We studied the globe and the colors on it in the thematic block “My Planet”).
Slide 3:
I’m talking about the fact that a person, just like the planet, consists of more than half of the water.
Slide 4:
To tell, asking leading questions to children, about the forms of manifestation of water in nature.
Comparison more - less (ocean, sea, lake), wider - narrower (river, stream).
Slide 5-7:
What state can the water be in? I open the pictures on the slide one by one, the children name what they see, then we summarize the state - liquid, gaseous, solid.
Fizminutka "Rain".
Drop one, drop two
Very slowly at first.
And then, then, then
Everyone run, run, run.
We opened our umbrellas
Sheltered from the rain.
Let's move on to research activities:
sniffing - without smell
pour - liquid,fluid
try - no taste
compared to milk no color
add paint - can be dyed
we take it in our hands and answer the question: “What is the shape of water?” - no form
pour dishes into different shapes and conclude - takes on a different form.
Slide 8:
We summarize the cognitive research activities.
Watching a cartoon
Tralik and Roller - Reservoirs.
Tuesday « The role of water in people's lives.
Conversation
How does a person use water?
Slide 9
: Reading a poem by N. Ryzhova " Have you heard of water? They say she's everywhere.... I read it a second time with elements of the image of what I heard (children repeat).
Slide 32:
Fizminutka for the eyes (Annex 2)
Slide 10:
Summing up
Watching a cartoon
"Run the brook" (if time permits)
Application with drawing elements
"Barge". (We draw water and the transported cargo, we design a barge from colored paper).
Slide 10:
Talk about freight transport.
Slide 11:
Application sample.
Wednesday "Why doesn't the water run out?".
I ask the children: “Does anyone know why the water does not end?”
Slide 34:
Fizminutka for the eyes
Slide 13-21:
Phenomena inanimate nature associated with water. We give the concept of the water cycle in nature.
Slide 22:
We generalize. Reading a poem by I. Gurin "Circulation"
Watching a cartoon
"How Water Becomes Steam and Water"
Thursday "Habitat - Water"
Slide 34:
Fizminutka for the eyes
Slides 23-33:
Show and tell about the water world and its inhabitants.
Fizminutka
"There are two frogs in the swamp..."
Two girlfriends in the swamp
Two green frogs
Washed early in the morning
Rubbed with a towel.
They stamped their feet,
hands clapped,
Right, left leaning
And they returned back.
Here is the secret of health.
Physical education friends!
Watching a cartoon
"Octopussy"
Teamwork
"Palm-octopuses"
Friday. Final lesson "Water laboratory".
We carry out experiments:
Snow melting.
Purpose: To bring to the understanding that the snow melts from a heat source.
Move: watch the snow melt on your hand, above the candle.
Is it possible to drink melt water
Purpose: To show that even the cleanest snow is dirtier than tap water.
Move: Take two white plates, put snow in one, pour tap water into the other. Compare it and find out which of them had snow (identified by the debris at the bottom). Make sure that the snow is dirty melt water, not suitable for human drinking. Melt water is used for watering plants, it can be given to animals.
The ability of water to reflect objects
Purpose: to show that water reflects surrounding objects.
Move: Bring a basin of water into the group. Invite the children to consider what is reflected in the water. Ask them to find their reflection, to remember where else they can see it.
Water transparency
Purpose: To lead to a generalization “clean water is transparent”, “dirty is opaque”
Move: Prepare two jars of water, a set of small sinking objects (buttons, pebbles, metal objects). Find out how the concept of "transparent" is learned: offer to find transparent objects in a group (glass in a window, a glass, an aquarium). Give a task: prove that the water in the jar is transparent (lower small objects into the jar and they will be visible). Ask the question: “Will the water in the aquarium be as clear if you lower a piece of earth into it?” Listen to the answers, then demonstrate the experience: put a piece of earth into a jar of water and stir. The water became dirty and cloudy. Objects lowered into such water are not visible. Discuss. Is the water always clear in the aquarium, why does it become cloudy. Is the water clear in a river, lake, sea, puddle.
Fizminutka:
"RAIN"
Coordination of speech with movement, work on the pace and rhythm of speech
|
drop times, |
(Jump on toes, hands on the belt.) |
|
Drop two. |
|
|
Very slowly at first. |
(4 jumps.) |
|
And then, then, then |
(8 jumps.) |
|
Everyone run, run, run. |
(Hands apart.) |
|
Sheltered from the rain. |
(Hands in a semicircle above the head.) |
We answer the question
Why is it important to conserve water?
Slide 34:
Fizminutka for the eyes
Watching cartoons:
“Save water”, “Bolek and Lelek. Underwater walks»
Scenario of a GCD series using ICT during the thematic week "My great region - Krasnoyarsk!". Senior group.
Target:
to expand the horizons of children about the Krasnoyarsk Territory (its geographical location, symbols, history, sights, flora and fauna) through various activities of children.
Presentation "My great region - Krasnoyarsk!" (Appendix 3).
Annotation for the presentation.The presentation is dedicated to the story about the region of the Russian Federation. Acquaintance with this multimedia work will allow a preschooler to expand their understanding of the territory of our state. Preschoolers will get acquainted with the geographical position of the region, with the famous people of the region. Learn about the largest regional center, natural areas of this unique corner of Russia; flora and fauna. Photos in the presentation will help preschoolers to see the beauty of nature and the unique places of the Krasnoyarsk Territory.
Monday:"Krasnoyarsk Territory is part of a big country" Slides: 2-14
1. Acquaintance with the geographical position of the region, with the largest regional center.
2. Acquaintance with the symbols of the region.
3. Getting to know the unique corners of the edge.
4. Making the flag of the Krasnoyarsk Territory. (Colored paper, printed coat of arms, cocktail tube).
5. Slide 7. FEMP.(Shapes)
Tuesday: "The flora of the Krasnoyarsk Territory" Slides: 15-22
1. Acquaintance with the natural areas of the region. slide 15
2. We give the concept of "Red Book"
3. Acquaintance with the flora of the region
4. Listening to the legend of frying and the lady's slipper.
5. Coloring with elements of plasticine "Frying" slide 23
Legend:
Once upon a time there lived the beautiful Venus, who wore golden shoes with reddish-brown ribbons. No one had such shoes. Once Venus was playing with her girlfriends, she ran and ran and dropped her shoe. For a long time everyone was looking for a slipper, but they did not find it in the green grass. And then the beauty said: “Now let all good people marvel at my shoes.” At the same moment, the slipper turned into a beautiful flower. And wherever Venus was looking for her slipper, these flowers appeared.
Legend:
The hunter Ulugkhem lived in the Siberian taiga. He was young and had a good heart. But the evil and insidious sorcerer Kele decided to destroy all life in the vast expanses of the taiga.
He sent cold winds, bitter frosts from the far north. Animals hid, birds flew away, the ground was covered with snow - it became hungry in the taiga. The fires in the camp went out, the merry laughter ceased.
And then I decided to return Ulugkhem to people cheerful laughter, warmth to the hearths, taiga - summer.
Ulughem came to the ends of the earth and sees an ice yaranga, and in it lies an ice Kele.
Kale saw him and laughed. Then he tore off a piece of ice from the yaranga and threw it at Ulugkhem. A piece of ice hit the chest of a young hunter. And it cracked like a pine nut shell. The heart of Ulughem fell out of her on the cold snow and blazed with such heat that the ice yaranga melted, and with it the evil Kele melted. A warm wind blew, streams murmured. Summer has returned to the taiga.
And where the drops of Ulughem's blood fell, unusual flowers grew, and the people called them FRY.
Wednesday: "Animal World of the Krasnoyarsk Territory" Slide 24-32
1. We continue to introduce the Red Book
2. We give the concept of "Reserve"
3. Acquaintance with the animal world of the region
4. Modeling "Bear" slide 33.
Thursday: "Outstanding people of the region" Slide 34-37
1. Acquaintance with prominent people of the region.
2. Examination of paintings by Surikov "The Capture of the Snow Town", Pozdeev "Autumn Table".
3. Watching the performance of the dance ensemble of Siberia named after Godenko.
4. Reading a poem by Tretyakov.
Friday: Design of the photo exhibition “... my taiga region! And there is no you more beautiful and dear "
1. Watch the video clip and listen to the song Exemplary Children's Opera Studio of the Krasnoyarsk State Opera and Ballet Theater -
Song about the Krasnoyarsk Territory "This is my land."
2. We talk, looking at the photos brought by the children.
3. Presentation of the electronic physical minute “Our region - Krasnoyarsk! You are the heart of Russia ... " (Annex 4)
4. We design the exhibition
Working with parents: Issue of the environmental journal "Nature of the Krasnoyarsk Territory" . (Annex 5)
Literature:
1. Kalinina T.V. DOE management. "New information technologies in preschool childhood". M, Sfera, 2008.
2. http://www.conseducenter.ru/index.php/chtenya/156-ajisheva.
3. http://www.top-personal.ru/officeworkissue.html?21 multimedia.
4. Zakharova I. G. Information technologies in education: Tutorial for students of higher pedagogical educational institutions. - M., 2003.
5. Korablev A. A. Information and telecommunication technologies in the educational process // School. - 2006.
6. http://www.mediaedu.ru/modules.php?name=Pages&go=page&pid=20
7. Federal state requirements for the structure of the main general educational program of preschool education.
8. rudocs.exdat.com