ICT in the sensory development of children. The use of information and communication technologies in the process of development and education of preschoolers

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Text content of presentation slides: Use of ICT sensory development children early age Group No. 1 Mayorova I.A. 2017 Sensory development is the development in a child of the processes of perception and ideas about objects and phenomena of the surrounding world. For it to take place fully, purposeful sensory education is necessary. Sensory education serves as the basis for cognition of the world, the first step of which is sensory experience. The leading activity and the basis for the formation of a child under 3 years old is an object game. Games-classes are held with children of this age, in which the assimilation of any material proceeds imperceptibly for kids, in practical activities. about the properties of objects: their color, shape, size of surrounding objects, position in space. Thanks to the multimedia method of presenting information, the following results are achieved: children learn the concepts of shape, color and size more easily; they comprehend the concepts of number and set more deeply; the ability to navigate in space and on a plane quickly develops; attention efficiency is trained; vocabulary is actively replenished; fine motor skills , the finest eye coordination is formed; imagination and creativity develop. The advantages of ICT over traditional teaching aids: increasing the efficiency of the educational process; simultaneously using graphic, textual, audiovisual information; using animation; the possibility of modeling life situations. In early childhood, the child is especially sensitive to sensory inputs. Omissions in the formation of the sensory sphere of the child in the early stages of his development are compensated with difficulty, and sometimes irreparable. Therefore, the importance of sensory development at an early age cannot be overestimated. It is this age that is most favorable for improving the activity of the sense organs, the accumulation of ideas about the world around us. Let's get acquainted: Color: Shape: Yellow color Red color Blue color Green color Square Circle Triangle Didactic games: color Didactic games: form VALUE OF MOTOR CARTOID GAME SOUNDS Yellow color Red color Blue color Green color Didactic games1. Didactic game: "Decorate the Christmas tree." Purpose: - development of sensory perception in young children. Tasks: Teach children to distinguish colors and use color names in speech. Game progress: Invite children to decorate the Christmas tree with red toys (yellow, blue, green) Correct answer Didactic game. Description: A lesson in distinguishing and naming qualities. Purpose: To teach children to select objects based on color, name them. Equipment: - homogeneous objects (balls, corks) of different colors (blue, yellow, red, green) - four boxes (bucket) according to the color of the corks. Game progress: Arrange the balls (corks) by color so that all the children can see, and say: "I will put a red ball in a red box, I will put a blue ball in a blue box!" And so on, until all the balls will not be placed in boxes of the corresponding color. Children can first put the balls of one and then the other color or lay them out randomly. Square Circle Triangle Didactic game:D. I. "Hide the mouse" Purpose: To develop the ability to correlate the shape, color and size of the slots and liners. Develop attention, thinking. Rules of the game: The teacher shows the children in which houses the mice settled. - The mice are now looking out the windows. The windows are different for everyone: round, square, triangular. The mice close these windows only at night, when they go to bed or when they see a cat nearby. Imagine that night has come and the mice need to close the windows. Close so that the shape of the window matches the shape of the lid so that they are tightly closed. Morning has come, open the windows. But, here comes the cat. Hide the mice quickly so that the cat does not eat them. The cat left because she did not find a single mouse. The game is played 2-3 times.

The didactic game "Frames and Inserts" develops the ability to recognize and distinguish the shape of flat figures and their position on the plane (visually and by touch); introduces geometric terminology - the names of the figures. The game is a set of square frames-plates. In the center of each of them, a round, triangular, square hole is cut out, which is closed with an insert lid of the same shape and size, but of a different color. Studying the size. Stringing homogeneous objects of different sizes; laying out objects according to the “matryoshka” principle Improving fine motor skills Lacing; Games with clothespins; Mosaic; Finger theater. To develop hearing, you can use the following techniques: use various toys that make sound to play: squeakers, rattles, plastic bottles filled with pasta or various cereals, buttons, etc.; walk with children in a group and focus on what sounds objects make (for example: a clock, a bell, the sound of water); while walking, also listen to birdsong, car noise ; listen to pleasant music with your child; play hide and seek using those objects that can make sounds; you can tell poems, fairy tales, sing lullabies. Thus, the child's phonemic hearing develops well; draw the child's attention to the sounds that are heard in the group room. Didactic game: "What sounds" Purpose: - Develop stable auditory attention, the ability to distinguish instruments by ear by their sound. - Develop the ability to switch auditory attention. Equipment: Drum, tambourine, pipe, bell. Game progress: The teacher takes turns showing the child musical instruments, clarifies their names and introduces their sound. When the teacher is convinced that the baby has learned the name and remembered the sound of the instruments, the toys are removed behind the screen. The teacher repeats the game on different instruments there, and the kid tries to guess by the sound “whose song is heard”. Card file of didactic games on the sensory development of young children 1. "Find the same object" For the game, you will need several pairs of objects that are the same in shape, color and size. We invite the child to select identical copies. At first, things should be few, over time we increase their number. Helps stimulate attention and sensory abilities.2. “Spread by color” The game requires objects of different colors, for example, cubes, mosaics, Lego constructor. We offer the child to sort all these things by color. In the process, the baby gets acquainted with the concept of color and its diversity.3. “What rang?” You will need various things, toys with which you can create sounds (paper, drum, bell, pipe, spoons, xylophone). We show the baby each object and reproduce its sound. Then we hide the toys behind the screen and make noise with one of the objects. We open the screen and offer to show what sounded. This fun stimulates auditory attention, and, consequently, musical ear. 4. "Paired pictures" The purpose of the game is to teach kids to compare the objects around them according to the totality of their distinguishing features, as well as according to their purpose. To do this, children are offered a special set of colorful paired pictures with attractive and varied content. The content of the pictures meets the natural need of children to join the surrounding reality - objective, natural and social.5. “Make pairs by color” Purpose: the ability to select pairs based on a similar sensory attribute; develop visual perception. 6. "Inserts" PURPOSE: to be able to perform actions with geometric shapes (circle, square, triangle), insert shapes, develop memory, thinking attention. Leadership: the game is played with a subgroup of children of 4-5 people. The teacher first shows geometric figures , names them and shows the children how to insert them into stencils. During the game, constantly fix the name of the figures - a circle, a square, a triangle.7. “Find the same flower” Goal: continue to develop the sensory abilities of children, fix 4 primary colors, the ability to name flowers by showing. Guide: the game is played with 4-5 people. First, the teacher shows the children large illustrations of flowers of different colors. Children tell what color these flowers are. Then the teacher distributes 4 small cards to the children, having examined them, offers to show the same flower that the teacher shows. 8. "One - many" Purpose: To develop the first mathematical abilities, develop attention, thinking, the ability to distinguish the color of objects. Guide: Games are played with 2-3 children. The teacher shows pictures of toys on the magnetic board - one, many, fixes the color. Then he invites the children to find and attach the same pictures according to the show.9. "Multi-colored balls and clothespins" Purpose: To continue to develop the small muscles of the hands, consolidate knowledge of color, develop attention, imagination. Guide: The game is played with 2-3 people. The “grandmother” comes and complains that the kittens have unwound all the balls, invites the kids to wind each ball, and then hang the clothespins on the handle of the basket. Engage children in ongoing activities. 10. "Big, smaller, small" Purpose: To continue to form the ability to distinguish between geometric shapes in size, develop speaking, thinking, memory, the ability to distinguish between primary colors. Guide: The game is played with 2 children. The teacher shows a set of geometric shapes (circle, square, triangle) of different colors, and offers to show first a large figure, a smaller one, then a small one. You can complicate the game with questions: “Show a small red triangle”; "Big yellow circle"; “Smaller yellow square”, etc. at the discretion of the teacher's imagination.11. “Show the same” Purpose: To continue to consolidate the ability to find the desired geometric figure (circle, square, triangle), develop thinking, colloquial speech, the ability to name the color of the figure. Guide: The game is played with 2-3 people, as it is necessary to focus the attention of children. Bunny comes to visit and brings a box with geometric shapes, asks the children to tell what it is. First, the teacher separately shows the figure and its color. Then he distributes sets of figures to children and, according to his own show, asks to show the child, constantly involving him in speech activity. 12. “Red, yellow, blue, green” Purpose: To form the ability to distinguish, name and show pictures by the color of objects, to develop the sensory abilities of children. Each child has an image of objects on the table (toys, flowers, clothes of different colors). The teacher shows either a picture of a certain color or an object of the same color. The child must show his picture with the same image and color.13. “Find a bucket for a nesting doll” Purpose: continue to fix and name 4 primary colors, develop thinking, memory, speaking. Guide: The game is played with 2 children. A set of nesting dolls of red, green, blue color and, accordingly, the same color buckets are divided. First, the teacher shows which bucket each nesting doll needs. Then he invites the children to find a bucket for a nesting doll, to fix the name of the color of the nesting doll dress and bucket, to involve children in speech activity with various questions. 14. "Colored Dominoes" Purpose: To continue to develop the sensory abilities of toddlers by searching for an object of a given color, fixing 4 primary colors. Guide: The game is played with 4-5 children. 2-3 colored dominoes are distributed to everyone. It is suggested that children lay out a path, looking for dominoes of the same color as the color of the dominoes that the previous child laid.15. “Laying out homogeneous objects of different sizes” Purpose: To learn to find the same geometric shapes (circle, triangle, square), but of different sizes. Guide: The game is played with 4-5 children, each has flat images of a circle, triangle, square of different sizes and can be different colors. The teacher offers to pick up their geometric shapes according to the show.

State Budgetary Educational Institution of the Samara Region Basic Comprehensive School No. 21 of the City of Novokuibyshevsk, Novokuibyshevsk City District, Samara Region, Structural Subdivision "Kindergarten "Friendly Family"

Milyutkina N.N., Platonova O.N. The use of ICT in the speech development of young children // Sovushka. 2015. N1..2015.n1.00012.html (date of access: 07/06/2019).

Modern life cannot be imagined without computer technology. The advantages of computer learning are undeniable, and the need for mastering computer literacy for those who will live in the 21st century is obvious. One of the main processes that characterize modern society is informatization. Knowledge of new information technologies is on a par with such qualities as the ability to read and write.
Modern preschool education is the first step in the unified system of education in Russia. This provision is enshrined in federal law"On Education" and state standard preschool education (FSES). One of the requirements of the principles and objectives of the education and upbringing of children preschool age is the variability and diversity of the content of organizational forms of preschool education, taking into account the educational needs and abilities of pupils.
As preschool educators, we need to adapt to the new information age. Today, almost all teachers use computers, both for self-education and for searching new information, exchange of experience, in the classroom for teaching children. The use of a computer opens up unlimited possibilities for the teacher, new prospects in the search for improving the educational process. In your work, you can use the computer as a tool:

• creation of an electronic library
• e-portfolio
• Piggy bank of didactic games
• creating presentations for parents and children

AT modern conditions With the widespread introduction of new information technologies, the problem of the development of a child's speech remains relevant. After all, the further mastery of knowledge and the full development of children depend on the level of development of speech abilities. I think many will agree that modern parents read little and reluctantly to their children, do not encourage them to dialogue speech, therefore the speech of children is not particularly expressive, children often allow agramatism in their speech (impaired ability to use the grammatical structure of speech), limited to monosyllabic answers. For increase speech development the use of computer technology as one of the sources of motivation comes to our aid. One of the most important lines of the child's cognitive-speech development consists in the gradual transition from more elementary forms of thinking to more complex ones. Thanks to the multimedia method of presenting information, the following results are achieved:

• children more easily learn the concepts of shape, color and size;
• the concepts of number and set are more deeply comprehended;
• the ability to navigate on a plane and in space arises faster;
• trains the efficiency of attention and memory;
• learn to read and write earlier;
• vocabulary is actively replenished;
• fine motor skills develop, the finest coordination of eye movements is formed.
• the time of both a simple reaction and a choice reaction decreases;
• purposefulness and concentration are brought up;
• develops imagination and creativity;
• elements of visual-figurative and theoretical thinking are developing.

Young children actively strive for cognitive and intellectual communication with adults. This is manifested in the numerous questions of children to the teacher: "Why?", "Why?". Children show interest in games designed for the interactive whiteboard, prefer different types games. For this, various methods and techniques are used: - method of generalization, analysis, comparison, classification, formulation of concepts.
When preparing for GCD, I use electronic educational resources:

a) multimedia presentations (animation, sound, image, drawings, digital camera);
b) Internet resources;
c) electronic encyclopedias.

It is possible to formulate the requirements for a teacher working with the use of I.K.T:

• know the basics of working on a computer;
• the basics of working on the Internet;
• have skills in working with multimedia programs.

Multimedia presentations allow presenting educational and developmental material as a system of bright reference images, in an algorithmic order.
In this case, various channels of perception are involved, which makes it possible to store information not only in a photographic, but also in an associative form in the memory of children.
The presentation of material in the form of a multimedia presentation reduces the time for memorizing new things, frees up the resources of children's health, which is prescribed in the Federal State Educational Standard.
Practice has shown that subject to the systematic use of presentations in combination with traditional methods of child development, children significantly increase their interest in cognitive and playful, speech activities.
The use of a computer affects the motivation of children, shows its originality, asks questions, which in turn has a positive effect on the development of speech. This is due to the presence of elements of entertainment and games, which is the strongest means of increasing motivation. Information technologies allow not only to recreate the real situation, but also to show processes that cannot be seen in reality. After all, multimedia makes it possible to present information not traditionally, but with the help of photos, video graphics, animation, and sound. Children are attracted by the novelty of these activities. An atmosphere of real communication is created in the group, in which children seek to express their emotions from what they see in their own words, perform the proposed tasks with a desire, and show a strong interest in the new. For greater effectiveness, presentations are built taking into account individual age features, they include animated pictures, elements of the game, fairy tales. Organization of educational and educational process using ICT in direct educational activities contributes to a high degree of efficiency for the development of all aspects of speech. This is a long, continuous work that prepares children for life in conditions of unlimited access to information. Thus, the use of ICT in preschool education is necessary, it contributes to an increase in interest in learning, the comprehensive development of children.
And no matter how positive, huge potential information and communication technologies have, they cannot and should not replace live communication between a teacher and a child.

Bibliography:

1. Gorvits Yu., Pozdnyak L. Who should work with a computer in kindergarten // preschool education. 1991. № 5.
2. Kalinina T.V. Preschool management // New information technologies in preschool childhood. M.: Sfera, 2008.
3. Management of innovative processes in preschool educational institutions. M.: Sfera, 2008.
4. Yakovlev A.I. Information and communication technologies in education. 2005.
5. Belaya K.Yu. The use of modern information technologies in preschool educational institutions // Modern preschool education. Theory and practice. 2011. No. 4. From 12-13.
6. Kalinina T.V. Preschool management // New information technologies in preschool childhood. M.: Sfera, 2008. 36 p. P.23.
7. Krapivinko A.V. Multimedia and sensation perception technologies. M.: BINOM Laboratory of Knowledge, 2009. 271 p.
8. Shamanskaya N. Interactive methods // Preschool education. 2008. No. 8.
9. Gorvits Yu.M. New information technologies in preschool education.

When, in the 60s of the XX century, what was later called the information revolution was just unfolding, no one realized what it would turn out to be for humanity.

Information, information and communication technologies, or media technologies have firmly entered our lives.

We use them to make our lives more efficient at work and at home.

At the will of parents, information technologies enter the lives of children sometimes in the first months of life, and as the child grows, their influence expands and becomes more stable and powerful. Information and communication technologies in general are a real threat, destroying social connections and replacing them with virtual ones, they have a strong impact on children, which is characteristic of all screen technology.

AT last years The world is seeing a dramatic increase in the number of electronic media in the market serving preschool children: the supply of video cassettes and DVDs is growing, but in general, no one knows how all this affects our children, because there are practically no large-scale national studies on this issue. held.

Today, when people talk about ICT in our country, most often they mean only a computer, while abroad this concept includes many elements: video, DVD, computer, mobile phones, game consoles and, first of all, TV.

Obviously, in the eyes of parents, the computer is primarily a learning tool, unlike the TV.

However, while recognizing the role of the computer in education, foreign experts do not give it the main place in this process. According to a sociological survey, there are also other means of intellectual development (books - 96%; cubes - 77%; puzzles - 74%; talking books - 62%; etc.).

Foreign educators and physicians have had much better time to study the problem of the interaction of preschool children with electronic media and began to develop a system of precautions, while Russian systems health care and education are still little aware of the danger of what is happening. But children of primary preschool age today are the fastest growing segment of Internet users.

Let's look at what are the positive and negative aspects of the use of computer technology by preschool children.

International studies of the problem of using media technologies in families have shown that educational programs contribute to the acquisition of knowledge by children. Moreover, many believe that television and a computer connected to the Internet can provide preschool children with broad exposure to life's situations and opportunities.

Indeed, the modern educational space is being formed before our eyes and practically cannot do without computer technology. The variety of learning resources and information available on the Internet is clearly capable of expanding children's knowledge.

Computer games of general educational content can be especially useful for children with learning problems.

Teachers who introduce computers in kindergartens in Russia note: “The computer quite naturally fits into life kindergarten and families, being one of the effective modern technical means, with the help of which you can significantly diversify the process of upbringing, education and development of the baby. The computer itself is attractive to the child, arouses cognitive interest in children. Each lesson with the use of a computer causes an emotional upsurge in preschoolers, a desire to achieve success, to complete the task to the end. However, when organizing a child's work on a computer, many factors must be taken into account.

Of course, these are the advantages of ICT, but what about the disadvantages? And the downsides are that just 20 years ago, children played outside all day, rode bikes, went in for sports and built sandcastles. The masters of imaginary play, children in the past, have created their own form of play that does not require expensive equipment or parental supervision. The children of the past moved a lot, and their sensory world relied on nature and simplicity.

With the advent of ICTs, children now rely on technology as the basis for most of their games, drastically curtailing creativity and imagination, and reducing the amount of physical activity needed to achieve optimal sensorimotor development. The relationship between preschool development and television begins early in life, making exposure to television one of the most enduring and consistent childhood experiences, and perhaps one of the most powerful.

According to foreign researchers, every sixth child today is diagnosed with a developmental disorder, one in six is ​​obese, and 14.3% of children are diagnosed with a mental disorder. Diagnoses such as Attention Deficit Hyperactivity Disorder (ADHD), Autism, Coordination Disorder, Sensory Disorders, Anxiety, Depression, and Sleep Disorders may be linked to an over-indulgence in new technologies at an alarming pace.

Statistics show that a huge number of children from birth to a year old already watch TV, and some have access to a computer. It is difficult to say whether parents know that their actions are harming children, one thing is clear, they are dooming children to violations. physical development and disease in the future.

There are some direct health implications for children from the use of media technology. For example, in children at risk for epilepsy, games that show flashing images on a light background can trigger epileptic seizures.

Children with the help of computers and electronic games often take unstable and uncomfortable postures that lead to a violation of the musculoskeletal system.

The widespread use of media can lead to a wide range of adverse developmental effects in children, including visual, neurological and physical.

Excessive computer use causes nearsightedness, disrupts hormonal balance, and increases the risk of cancer and precocious puberty.

Information technologies have a tremendous impact on the human psyche, leading to physical and mental disorders - this is the impact of interactive activities on the psyche; negative content, the potential exclusion of parents, traditional guardians of society, from communication with a developing child.

Information technologies allow the child to form their own content, which comes directly to him, bypassing parental screening.

Showing violence can make children want to imitate what they see. Television news showing terrorism, violence, crime, and natural disasters can traumatize children, cause nightmares, and lead to stress.

Chronic stress leads to a weakened immune system and a range of serious diseases and disorders. Prolonged visual fixation on a two-dimensional screen limits the development of the eyes, which is so necessary for subsequent reading and writing.

The high speed, intensity, frequency and duration of visual and auditory stimulation of the child's sensory system impairs his ability to imagine, focus and concentrate on learning tasks. This sensory imbalance causes problems in general neurological development, including the anatomy of the brain, biochemical processes, the functioning of all internal organs. The processes of mastering skills and knowledge become invariably slow.

Speech development is one of the key developmental tasks in early childhood. And the language development of children aged 2 months to 2 years is negatively affected by a working TV, and parent-child vocal interactions are significantly reduced. A direct link has been found between television viewing and irregular sleep patterns in infants and children under 3 years of age.

Media technologies (TV, video, games, Internet, music, mobile phones, etc.) have led to a significant change in the image of childhood in our society. While no one can deny the benefits of advanced technology in modern world, connecting to them, perhaps, "occurs at the expense of disconnecting the next generation from universal human values."

In the world, there are several practices of countering the destructive effect of ICT, for the implementation of which various mechanisms are involved. Some are used in our country, some are not.

To date, the international civil society has developed a number of measures to mitigate the negative impact of ICT:

• television must be seen unequivocally as a threat to the health and well-being of preschool children;
• specialists in early childhood and early childhood and related services should be aware of the negative impact of television on children;
• children aged 2 should be considered as a separate group with special needs and vulnerabilities; for this group, special provisions regarding the media should be prescribed.
• Parents should be involved in choosing the programs their children watch.

It is good if parents themselves participate in these viewings, and also know how to agree with children on limiting daily television viewing.

• Parents should involve their children in 1-2 hours of reading a day, exercise and imaginative play.

Professional teachers, doctors should work with adults responsible for children, educating them about the negative impact of ICT. Parents need to be given clear information about the impact of ICTs: television, computer, video, mobile phone on the development of young children, and make them aware that they, adults, play a key role in shaping a culture of safe work with ICTs among preschoolers.

"The ability to learn new facts is inversely proportional to age" (Glenn Doman)

Importance of using ICT in the development of preschoolers

In the conditions of the modern development of society and production, it is impossible to imagine a world without information resources, no less significant than material, energy and labor resources. A priori, that the modern information space requires computer skills not only in primary school but also in early childhood.

Today, information technologies significantly expand the opportunities of parents, teachers and specialists in the field of early education. The possibilities of using a modern computer allow most complete and successful realize the development of the child's abilities.

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

The ability of a computer to reproduce information simultaneously in the form of text, graphics, sound, speech, video, to memorize and process data with great speed allows specialists to create new means of activity for children that are fundamentally different from all existing games and toys. All this imposes qualitatively new requirements on preschool education, the first link in continuous education, one of the main tasks of which is to lay the potential for enriched development of the child's personality.

Therefore, it is necessary to introduce information technologies into the system of preschool education and training.

Practice has shown that at the same time, the interest of children in classes increases significantly, the level of cognitive abilities increases.

The use of new unusual methods of explanation and consolidation, especially in a playful way, increases the involuntary attention of children, helps to develop voluntary attention. Information technology provides a person-centered approach. The capabilities of the computer allow you to increase the amount of material offered for review. In addition, for preschoolers, the same program material must be repeated many times, and the variety of presentation forms is of great importance.

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

Computer programs teach to independence, develop the skill of self-control. Young children require more help with tasks and step-by-step confirmation of their actions, and automated control of correctness frees up the teacher's time for parallel work with other children.

The computer can enter a child's life through play. The game is one of the forms of practical thinking. In the game, the child operates with his knowledge, experience, impressions, displayed in the social form of game modes of action, game signs that acquire meaning in the semantic field of games. The child discovers the ability to endow a neutral (up to a certain level) object with play meaning in the semantic field of play. It is this ability that is the main psychological basis for introducing a computer into the game of a preschooler as a game tool.

During gaming activity a preschooler enriched with computer tools, mental neoplasms arise (theoretical thinking, developed imagination, the ability to predict the result of an action, design qualities of thinking, etc.), which lead to a sharp increase creativity children.

Compared with traditional forms of teaching preschoolers, the computer has several advantages:

• presentation of information on a computer screen game form causes a huge interest;
• carries figurative type of information understandable to preschoolers;
• movements, sound, animation attracts for a long time Attention child;
• problematic tasks, encouraging the child to solve them correctly by the computer itself is an incentive cognitive activity children;
• allows individualization learning;

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

• in the course of his activities at the computer, the preschooler acquires self confidence, in that he can do a lot;
• allows simulate such life situations that cannot be seen in everyday life (rocket flight, flood, unexpected and unusual effects);
• the computer is very "patient", never do not scold the child for mistakes, but waits for him to correct them himself.

Applications of ICT for preschool development

The use of a computer for the education and development of young children can be conditionally divided into direct and indirect.

1. Mediated learning and development

a) Use of the global Internet

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

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

The Internet is indeed becoming available for use in the educational process. The opportunities provided by network electronic resources allow solving a number of tasks that are relevant for specialists working in the system of preschool education.

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

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

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

The use of Internet resources makes it possible to make the educational process for older preschoolers informative, entertaining, and comfortable. Information and methodological support in the form of electronic resources can be used during the preparation of a teacher for classes, for example, to study new methods, when selecting visual aids to occupation.

Of interest to educators may be the electronic version of the magazine "Preschool education" - http://dob.1september.ru/ . Here you can find articles on creative, sensory, speech and other types of early childhood development. Among the headings on the site are interesting: children's world; parental consultation; workshop; game library; be healthy, grow big; bookshelf; school of nature; psychological school, etc.

A useful resource is a selection of materials Festival of Pedagogical Ideas held by the Publishing House "First of September" - http://festival.1september.ru/, where educators and teachers from all over Russia share their pedagogical findings. This year, materials for all previous years are placed on one site, which facilitates and speeds up the search. True, inside the page "Preschool Education" the material is not arranged by headings, which would speed up the search, but in alphabetical order.

The site http://bukvar.edu.ru can serve as an assistant for the development of preschoolers

Here you can find an illustrated dictionary for the development of the speech of older preschool children and story albums.

The Illustrated Dictionary for Speech Development is a resource addressed both to teachers preparing older preschool children for school and to preschoolers themselves. It is mainly designed to increase the vocabulary of children; it can be used as didactic materials in teaching children to read.

The illustrated dictionary can provide the teacher with the following options:

• selection of illustrations for a given topic,
• selection of illustrations for words containing a specific letter at the beginning, in the middle or at the end of a word,
• viewing selected illustrations and downloading them to a personal computer.

Story albums for the development of speech are designed to develop coherent speech of children.

Electronic albums provide the teacher with the following opportunities:

• selection of illustrations for download (for printing),
• view selection,
• typing and saving texts of stories compiled from pictures.

Electronic teaching aids are designed specifically for preschool children. They will help you learn the lettering and learn to read. These developments fully take into account the mental and cultural and social characteristics of children's comprehension of such a cultural phenomenon as a word and word composition.

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

b) Use of a computer for record keeping.

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

An important aspect of using a computer is maintaining a database. by books. Today there is very a large number of books on the upbringing and development of children, many books reflect integrated approaches to education, others reflect the development of a certain quality, differentiating age categories, etc. It is difficult to navigate the literature without a database.

2. Direct teaching.

a) Use of developing computer programs

The capabilities of the computer make it possible to increase the amount offered for

familiarization of the material. A bright luminous screen attracts attention, makes it possible to switch children's audio perception to visual, animated characters arouse interest, as a result, tension is relieved.

But today, unfortunately, there is an insufficient number of good computer programs that are designed for children of this age.

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

• exploratory nature,
• ease for self child's activities,
• development of a wide range of skills and perceptions,
• high technical level,
• age match,
• entertainment.

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

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

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

3. ART studios, the simplest graphic editors with libraries of drawings.

4. Games-travelling, "rpg".

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

For the development of preschoolers, you can use the series of programs "Fun Lessons", produced by the company "New Disc".

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 the child can solve independently.

b) Use of multimedia presentations

Multimedia presentations make it possible to present educational and developmental material as a system of vivid 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 in children mental images. 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.

3. Preserving the health of children when working with a computer.

Speaking about the use of a computer by young children, the question arises of maintaining health and vision. It is reasonable to make time limits for studying with a PC, but involuntary attention in children of this age is very small (10-15 minutes), therefore, as a rule, children cannot stay at the computer for a long time. A normally developing child at this age moves 70-80% of the time he is awake, so for now the question of "sitting" at the computer is not relevant.

Conclusion

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

Literature

1. Artemova L.V. The world in didactic games for preschoolers: A book for kindergarten teachers and parents - M .: Education, 1992.
2. Gorvits Yu.M., Chainova L.D., Poddyakov N.N., Zvorygina E.V. and other New information technologies in preschool education. M.: LINKA-IIPESS, 1998
3. Gorvits Yu., Pozdnyak L. Who should work with a computer in kindergarten. Preschool education, 1991, No. 5 - p. 92-95.
4. Zubrilin A.A. "Game component in teaching computer science". Informatics in primary education. 2001, No. 3, p. 3 - 16.
5. Ibuka M. It's too late after three. - M.: Knowledge, 1992.
6. Karalashvili: E. "Exercises for the improvement of children 6-7 years old." Preschool education. 2002, No. 6, pp. 39 - 41.
7. Makaser I.L. "Game as an element of learning". Informatics in primary education. 2001, No. 2, p. 71 - 73.
8. Motorin V. "Educational opportunities computer games". Preschool education, 2000, No. 11, p. 53 - 57.
9. Novoselova S.L., Petka G.P. The computer world of a preschooler. M.: New school, 1997
10. Petrova E. "Developing computer games". Preschool education, 2000, No. 8, p. 60 - 68.
11. Fomicheva OS Raising a Successful Child in the Computer Age. M.: "Helios ARV", 2000.

In conditions of high dynamics and rapid informatization of our modern society the question of using information and communication technologies in the learning process. The experience of foreign experts in the field of informatization shows that without the introduction of ICT it is impossible to improve today's educational program.

Any innovations in the education system are met by teachers with extreme caution. Many representatives of preschool and elementary schools believe that traditional teaching methods cannot be replaced. However, our age of informatization requires the use of advanced and most progressive teaching methods.

Research by international experts in the field of informatization states the fact that children through interactive devices they quickly get acquainted with the environment in the world and the existing realities, acquire the necessary social experience. With all this, each lesson using interactive whiteboards causes an emotional outburst in toddlers and preschoolers and a desire to achieve their goals.

Advantages of ICT in preschool educational institutions over traditional teaching methods

• Cost minimization. The leadership of the educational sphere often comes to the conclusion that technical equipment requires considerable funds. However, cards, photographs and other paper media become obsolete over time and quickly become unusable, which requires additional funds. But information files are quite easy to update or restore at no cost, simply by downloading the necessary information from an Internet resource.
• High quality education. Thanks to modern information and communication products in children's institutions, it is possible to conduct classes in a playful way. This helps children learn better and remember the material being studied faster. For example, earlier educators had to explain the formation of clouds in their own words, and this was not always clear and accessible, especially for kids. Now this phenomenon can be clearly shown through the prepared video material.
• Increasing the level of professionalism. The introduction of ICT not only activates the mental abilities of students, but also contributes to the professional growth of teachers. The use of interactive whiteboards and multimedia devices makes it possible to realize the personal and professional qualities of a teacher and helps to reach a completely different higher level of education for preschoolers.

Among the most progressive means of information and communication technologies are interactive game complexes, sensory boards and tables, sensory rooms. They allow you to make any activity dynamic, interesting and exciting. Modern progressive devices can be used to announce a topic, demonstrate animated illustrations, repeat or summarize the material studied.

What gives the introduction of ICT in primary school

• Contributes to a better assimilation of the program and the development of the creative and intellectual capabilities of the child.
• Provides the fastest presentation of the necessary material without lengthy and unnecessary explanations of any concept.
• Awakens interest in search and research activities, including search necessary information on various web resources.
• Provides a better perception of the subject being studied, the prepared video material allows you to see with your own eyes the movement of waves, the growth of a flower, clouds, rain.
• Provides an opportunity for an individual training program, the student independently determines the time interval for solving the game problem.

Use of ICT in education positively affects the psycho-emotional state of children. After all, a computer device “shows” patience and “does not make” comments to the child for inaccuracies and errors. All this allows you not to lose self-confidence when solving problems. According to many psychologists and psychiatrists, the introduction of information and communication technologies should become an important component of the educational system in preschool institutions.

Organization of computer information classes (CIC)

Why is it worth organizing computer information classes in a preschool educational institution?

• It will help teachers to involve passive and rebellious children in active participation and discussion of the material.
• It will allow educators to make the prepared program more vivid, exciting and exciting.
• It will ensure the simultaneous use of graphic, textual and audiovisual information in the presentation of educational material.
• It will provide an opportunity to demonstrate what cannot be explained on the fingers, for example, birdsong and various sounds of nature.

The organization of computer information classes (CIC) in preschool educational institutions and elementary schools will contribute to creative development of the child's thinking. For example, interactive tours of the sights of a city will allow you to be in it without leaving the game room. Virtual tours will leave a powerful mark on the student's memory than ordinary explanations.

To organize computer classes for young children, there is special equipment, since working with computers requires more age and certain initial skills. Among the actively used interactive equipment for children are:

• interactive whiteboards, which allow the teacher not only to visualize information for children, but also to involve them in an active game with interactive images, words, sounds, etc.;
• interactive tables, for which children can play together, thanks to multi-touch technology, are designed to involve children in the game and teach them to work with computer systems from the first steps;
• Nowadays special learning and self-education, and also to facilitate the task of teachers. With the help of programs, you can track the progress of each child.

  Many teachers note that practical knowledge and skills in using modern computer devices will be useful to a child at an older age. Therefore, it is good to build interest in information and communication products already from kindergarten. By becoming a guide to the world of the latest technologies for your child, you will be able to unleash his creative potential and improve the quality of education.