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 Territory
Description: 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 effective use the following major 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 the use of 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 instrumental means of 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 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 printed and electronic form. 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, network electronic resources- this is the most convenient, fast and modern way to disseminate new methodological ideas and didactic manuals, 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 for maintaining documentation and for more effective methodological work and for improving the teacher's qualifications, 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 is very difficult to find the necessary materials to explain the topic of the lesson, so presentation materials are created using PowerPoint or other multimedia programs.
For these classes, you need one Personal Computer(laptop), multimedia projector, speakers, screen.
The use of multimedia presentations allows you to make the lesson emotionally colored, interesting, they are an excellent visual aid and demonstration material, which contributes to the good effectiveness of the lesson.
With the help of multimedia presentations, 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 an insufficient number of good computer programs that are designed for children of this age.
Experts identify a number of requirements that developmental programs for children must meet:
- 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 of 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, 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 means of education, information and communication technologies allow not only to saturate the child with a large amount of ready-made, strictly selected, properly organized knowledge, but also to develop intellectual, creative abilities, and, which is very important in early childhood, the ability to independently acquire new knowledge.
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 Benefits 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 research activities, including searching on the Internet independently or together with 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.
It is indisputable that in modern education the computer does not solve all problems, it remains only multifunctional. technical means learning. 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 technologies, in conjunction with properly selected (or designed) learning technologies, create the necessary level of quality, variability, differentiation and individualization of education and upbringing.
So, the use of information technology tools will make the process of learning and development of children quite simple and effective, free from routine manual work, and open up new opportunities for early education.
Informatization of education opens up new opportunities for teachers for the widespread introduction of new technologies into pedagogical practice. methodological developments aimed at the intensification and implementation of innovative ideas of educational, educational and correctional processes. Recently, information and communication technologies (ICT) good helper teachers in the organization of 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.

MESSAGE

"INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE MANAGEMENT OF A PRESCHOOL EDUCATIONAL INSTITUTION »

"Kindergarten № 115"

combined type

Popova Galina Ivanovna

Dzerzhinsk

Nizhny Novgorod region

INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE MANAGEMENT OF A PRESCHOOL EDUCATIONAL INSTITUTION .

Informatics and information and communication technologies occupy a special position in the modern world. Computer skills, the use of information and communication technologies in everyday work, the ability to use the possibilities of the Internet - this is the reality of today.

Informatization of the preschool level domestic system education is one of the trends in the development of the information society.

In the conditions of a dynamically changing world, constant improvement and complication of technologies, informatization of the education sector is of fundamental importance. Thanks to the transformations, the role of information technology is increasingly manifesting itself not only in the school system, but also in preschool education, which quite recently could only be observed as a point experience.

Since 2010, the information and educational environment has been saturated to ensure quality education and management of the educational process

A special range of modernization of Russian education is the development and use of information technologies for managing the educational process in the practice of solving statutory tasks.

Only having significant and measurable levels of quality in the achievements of a single educational institution, one can speak about the quality of the education system as a whole.

The modernization of the system of preschool education in the country has made adjustments to the ideas about the nature of the managerial activity of the head of a preschool educational institution (DOE). It became obvious that the problems of education and upbringing, the development of preschool children can be successfully solved only by improving the management system, based on scientific principles, achieving a high level of professionalism of the leaders of preschool institutions, improving the qualifications of teachers, modifying approaches to the organization of the pedagogical process.

The essence of informatization of the management of the preschool educational institution is the process information support management activities based on the use of modern computer technology and communications in order to optimize the functioning of the pedagogical system, develop its potential and expand the possibilities for the implementation of the social order.

Modern technologies and computer programs make it possible to create an "information vertical" of education quality management, supplying managers with operational and up-to-date information on all aspects of the institution's activities: organizing the educational process, improving children's health, etc., including the preparation of various reports and certificates. At the present stage of development, preschool teachers do not always have sufficient knowledge of the methods and ways of analyzing information obtained as a result of diagnostics, control, monitoring.

In order for the professional activity of managers of educational institutions to become more perfect and to meet the requirements of modern science and practice in matters of control, analysis and goal setting, it must have the appropriate (adequate to their essence) tools. In turn, the required software product must take into account the production specification and the needs of a particular consumer.

The activities of the preschool educational institution directly depend on the extent to which the head and his deputies have information, how quickly they can process the information and bring it to the attention of the participants in the educational process. Under the information and technological competence of the head of a preschool educational institution, we understand the holistic education of the individual, including the totality of knowledge, skills, motivational-value orientations and professional and personal qualities that ensure the success of his activities in the context of informatization of the management of preschool educational institutions.

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 field of management can improve such indicators as:

Saving labor costs and time;

Increasing awareness of the state of the managed system;

Efficiency in making managerial decisions;

Adequacy and productivity of managerial decisions;

Optimization and automation of information processes;

Increasing intellectual potential.

Distinctive feature modern system education is a sharp increase in direct and reverse flows of information along the entire vertical of management. Traditional forms of working with information have practically outlived themselves and, in this regard, there is no alternative to the use of 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.

Such service functions, as shown by the analysis of the managerial activity of the head in the conditions of its informatization, include:

1) organization of an automated workplace (AWP) of management entities;

2) development of the structure and content of the electronic information bank of the DOW;

3) modeling of an automated information system (AIS) of a preschool educational institution;

4) designing databases for preschool educational institutions in the areas of its activities (AIS);

5) obtaining the necessary information using the methods and means of electronic collection (information resources of the Internet, communication and information resources of the preschool educational institution);

6) organizing the processing of the collected information using analytical procedures and means of the electronic bank of the DOW;

7) formation and transmission of influencing information on various media (paper, electronic).

The experience of our preschool educational institution shows the real possibility of implementing the main tasks of informatization in management activities. AT this moment all members of the administration and specialists and teachers own a computer and have it for personal use, I work in programs such as Microsoft Excel, Microsoft Word. For more efficient interaction, a local network has been created in the institution, which makes it possible to speed up the work with information.

The DOE has access to the Internet. E-mail made it possible to establish communication with the Department of Education and other educational institutions and organizations, increased efficiency when working with incoming documentation, when executing orders, instructions, reports and other documents.

A lot of work in the preschool educational institution was carried out to improve the qualifications of teachers in the field of ICT: teachers underwent coursework under the program "Intel - Education for the Future", to teach computer literacy to teachers of preschool educational institutions.

Teachers of the highest qualification category and a senior educator of the highest qualification category who are well-versed and use various software and Internet technologies in their work successfully transfer their experience to colleagues. Our teachers take distance courses via the Internet, participate in webinars

The use of the Internet, the placement of databases, the processing of huge amounts of information - all this has made the work of teachers and administration more efficient. Our teachers are involved in Internet projects, competitions within preschool education.

Program Microsoft power Point, creating presentations, allows you to visually, easily present any information that is used during pedagogical councils, seminars, meetings of methodological associations, meetings. The creation of any printed matter is impossible without the use of Microsoft Publisher. Booklets, bulletins, and other design templates are actively used by teachers to present their information.

Modern technologies have made significant changes to the methodological work of preschool educational institutions, which is an integral part of a unified system of continuous education for teachers, a system for improving professional competence, and an important factor in managing the educational process.

Strictly taking into account the main directions of preschooler health saving, our preschool educational institution uses a laptop and multimedia equipment (screen and projector) in working with children from the age of 5. In order to motivate children to learn and improve the efficiency of the educational process, teachers select appropriate visual material on the Internet and process it using special computer programs, thereby ensuring accessibility and reliability for pupils. Selecting visual material on the Internet, teachers create multimedia aids that correspond to the age characteristics of children. The information presented on the screen in a playful way arouses great interest in children: movement, sound, reasonable animation attracts the attention of children for a long time. Multimedia didactic aids are collected in a special folder on the hard drive of the computer and duplicated on digital media by educational areas. They are in a public place for all teachers.

In 2011, a website was created at the preschool educational institution, which is an essential element of the information policy and openness of a modern educational institution and a tool for solving a number of educational tasks related to the formation of an information culture of participants in the educational process.

The DOW website is a public information body, access to which is open to everyone. It provides the official presentation of information about an educational institution on the Internet in order to expand the market for educational services of the institution, quickly familiarize teachers, parents, business partners and other interested parties with the educational activities of the institution. The information resources of the Site are formed as a reflection of various aspects of the activities of the DOW.

The introduction of information technology has allowed us to increase the efficiency of management activities and this is a logical and necessary step in the development of preschool educational institutions.

Municipal preschool educational institution kindergarten "Spark" of the municipal district of the city of Nerekhta and the Nerekhtsky district of the Kostroma region

Methodological development for educators:

"The use of information and communication technologies (ICT) in the educational process of preschool educational institutions."

Developed by:

Zhitkova Olga Nikolaevna,

Educator.

Teaching experience: 7 years.

2017

Content :

1. Explanatory note……………………………………………………………. 3

2.Introduction……………………………………………………………………………….5

3.Chapter1.What is ICT? .............................................. ................................................. ..7

4. Chapter 2. Application of ICT in work with preschool children………..14

5. Chapter 3. ICT in the work of a modern teacher…………………………………….20

6.Chapter4. Rules for creating a presentation for children…………………………….23

7. Literature used……………………………………………………………28

8.Appendix…………………………………………………………………………….29

Explanatory note

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

This paper highlights the issues of informatization of preschool educational institutions, taking into account the age of the pupils, gives recommendations on the organization of the educational process using information technology, offers recommendations for the creation and design of illustrative graphic material using ICT, describes the practical experience of using ICT in the pedagogical activity of the educator.This development will help in improving pedagogical skills that can be used in practice when working with children.

Target: ensure the quality of the educational process based on the study and implementation of information technologies.

Implementation conditions: children's educational institutions.

Application:

Apply methodological development for educators in the conditions of children's educational institutions.

Ways of interaction between specialists:

A full-fledged work is impossible without the participation of educators, narrow specialists (specialists in working with ICT), and parents.

Ways of interaction:

1. conducting nodes using ICT

2. conducting a methodological association, a seminar on the topic “The use of information and communication technologies (ICT) in the educational process of preschool educational institutions, consultations of educators.

3. Introduction of the use of ICT in the activities of educators.

a brief description of content:

Application and relevance of information and communication technologies (ICT) in the educational process of preschool educational institutions.

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

It will help the teacher to correctly prepare a presentation for working with children.

The principle of constructing methodological development:

Availability.

Stimulation of cognitive processes.

Consistency and consistency

Expected Result:

Improving ICT - the competence of teachers of preschool educational institutions;
Implementation of ICT in the educational space.

Introduction

If we want to go forward, then one foot must remain in place while the other takes the next step. This is the first law of all progress, equally applicable to whole nations as to individuals.

J. Eötvös

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

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

Target : to ensure the quality of the educational process based on the study and implementation of information technology.

It is safe to say that ICTs are an integral part of the learning process for preschoolers. This is not only accessible and familiar to children of the new generation, but also convenient for the modern teacher.

In accordance with the document "FSES to the conditions for the implementation of the main general educational preschool education programs " , approved by order of the Ministry of Education and Science of the Russian Federation of 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 process.

The teacher must be able:

2. actively 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 graphic 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. Actively use information technology in educational process

Familiarize yourself with information sites for teachers and master the skills of searching for information on the Internet

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

Chapter 1

What is ICT?

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

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

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

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

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

attract passive listeners to active activities;

make educational activities more visual and intensive;

to form an information culture in children;

activate cognitive interest;

to implement personality-oriented and differentiated approaches to learning;

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

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

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

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

work with paper carriers is significantly reduced, since almost all text information compiled and stored electronically;

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

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

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

ICT is primarily:

transformation of the subject-developing environment,

creation of new means for the development of children,

use of new visibility,

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

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

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

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

Application of ICT:

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

Selection of additional educational material.

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

Preparation of group documentation, reports.

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

When creating a single database of methodological and demonstration materials, the teacher has more free time.

Proper use of modern information technologies can significantly increase the motivation of children to learn. Allows you to recreate real objects or phenomena in color, movement and sound. That contributes to the widest disclosure of their abilities, the activation of mental activity.

Today ICT allows:

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

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

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

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

Encourage children to solve problems and overcome difficulties.

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

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

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

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

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

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

Presenting information on a computer screen in a playful way is of great interest to children.

It carries a figurative type of information understandable to preschoolers.

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

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

In the course of his activity at the computer, the preschooler gains self-confidence, that he can do a lot.

Allows you to simulate such life situations that cannot be seen in everyday life (rocket flight, flood, unexpected and unusual effects);

The computer is very "patient", never scolds the child for mistakes, but waits for him to correct them himself.

The use of information technology encourages children to search for research activities, including searching on the Internet on their own or together with their parents.

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

Use of a computer for record keeping.

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

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

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

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

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

Chapter 2

Application of ICT in work with preschool children.

One of the main conditions for the introduction of information technology in a preschool educational institution is that specialists who know the technical capabilities of a computer, have the skills to work with them, clearly follow the rules for using computers, and know how to introduce preschoolers to new information technologies should work with children. Considering this,priority at present, teachers are being promoted, they are mastering work with software educational complexes, resources of the global computer network Internet so that in the future each of them can use modern computer technologies to prepare and conduct classes with children at a qualitatively new level.

The use of information technology in the classroom in a preschool educational institution makes it possible to overcome the intellectual passivity of children in the classroom, makes it possible to increase the effectiveness of a preschool teacher.

There are 2 types of classes using ICT.

1. Activity with multimedia support.

In such a lesson, only one computer is used as an “electronic board”. At the preparation stage, information resources are also analyzed, the necessary material for the lesson is selected.

Sometimes it is very difficult to find the necessary materials to explain the topic of the lesson, so presentation materials are created using Power Point or other multimedia programs.

To conduct such classes, you need one personal computer (laptop), multimedia, speakers, screen.

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

With the help of multimedia presentations, 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 use of computer slide presentations in the process of teaching children has the following advantages:

Implementation of polysensory perception of the material;

· Ability to demonstrate various objects with the help of a multimedia projector and a projection screen in a multiply enlarged form;

Combining audio, video and animation effects into a single presentation helps to compensate for the amount of information received by children from;

· Possibility of demonstration of objects more for perception of a safe sensory system;

Activation of visual functions, visual abilities 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.

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

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

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

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

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

2 . Work with computer support.

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

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

The capabilities of the computer allow you to increase the amount of material offered for review. A bright luminous screen attracts attention, makes it possible to switch children's audio perception to visual, animated characters arouse interest, as a result, tension is relieved.

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

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

exploratory nature,

Ease for self-study of the child,

development of a wide range of skills and ideas,

a high technical level,

age match,

entertainment.

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

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

2. "Talking" dictionaries with good animation.

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

4. Games-travelling, "rpg".

5. The simplest programs for , 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.

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

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

· systematization of computer developing programs;

· unified program and methodological requirements for computer classes.

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

It is important to observe the conditions for preserving the health of the child:

1. Children five - seven years of age can "communicate" with the computer no more than 10-15 minutes a day 3-4 times a week.

2. It is desirable that the monitor be LCD or plasma.

3. It is necessary to include games in the lessons aimed at preventing violations and working out visual-spatial relations.

4. Regularly carry out gymnastics for the eyes: during work, it is necessary to periodically transfer the child's gaze from the monitor every 1.5-2 minutes. for a few seconds, just as important is the change of activity during the lesson.

5 For frontal lessons, we use a multimedia projector, the distance from the screen to which the children sit is 2 - 2.5 meters.

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

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

Chapter 3

ICT in the work of a modern teacher.

The effectiveness of computerization of education in preschool educational institutions depends both on the quality of the means used and on the ability to rationally and skillfully use them in the educational process.

Informatization of preschool education opens up new opportunities for teachers to widely introduce new methodological developments into pedagogical practice, aimed at implementing innovative ideas of the educational process.

At present, the use of ICT in the practice of preschool educational institutions is mainly as follows:

selection of illustrative material for classes and for the design of stands, groups, classrooms (scanning, Internet, printer, presentations);

selection of additional material from various sources for classes, acquaintance with the scenarios of holidays and other events;

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

creating presentations in the Power Point program to improve the effectiveness of educational activities with children;

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

use and appropriate programs (principally 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 or voiceover to the video);

the use of the Internet in teaching activities, for the purpose of informational and scientific and methodological support of the educational process in a preschool institution, as a search additional information for classes, expanding the horizons of children.

design, business cards of institutions, materials in various areas of activity.

creation of media libraries that are of interest not only for teachers, but also for parents.

the use of a computer in the office work of a preschool educational institution, the creation of various.

creation of e-mail, maintenance of the DOW website.

Viewing allows you to carry out a modern, high-quality, comprehensive analysis of events, which contributes to improving the quality of the pedagogical process. This form of work is most acceptable when accompanied by young novice teachers. The methodical library is transformed into a media library, information is accumulated and exchanged on various modern media.

The use of modern technologies, in particular the Internet site, makes it possible to increase the effectiveness of communication between teachers and parents by an order of magnitude. Operational information of the news column, detailed information about the life of a preschool institution, the ability to communicate via e-mail and a guest book - all this helps to make relationships more trusting, involve parents in the life of a kindergarten, make them full participants in the educational process. When holding parent-teacher meetings, the use of multimedia equipment allows parents to present videos and a film about the life of children in kindergarten, presentations about proper nutrition, about preparing children for school.

It is safe to say that ICT is an effective technical tool with which you can significantly diversify the methodological work in preschool educational institutions.

Chapter 4

Rules for creating a presentation for children

The golden rule of any presentation, proposed by a former marketer Apple, and now Managing Director of Garage Technology Ventures, Guy Kawasaki - 10-20-30: 10 slides in 20 minutes, font size at least 30. These settings are ideal for Power Point presentations. More slides are not remembered, more than 20 minutes distracts attention, a small font is annoying.

Does this rule apply when creating a presentation for children?Applicable, especially for children. Keeping a child's attention is enough difficult task, and a boring long presentation will disgust even an adult.

In addition to the "golden" there are a number of other rules that are also suitable for creating a presentation for children.So how do you create a presentation for kids?

Preparation, selection of materials for the presentation

The content of the presentation for children should not be a reprint from the textbook. Ideally, presentation material is selected from several sources.Even in the case of a presentation for children, the information should be fresh and up to date.For example, when talking about modern agriculture, there is no need to insert pictures of plowmen with scythes or Soviet Stakhanovites if we are talking about today.Illustrations should match the story, to complement it, but at the same time not to distract attention. It is necessary to take into account the age group of children and their hobbies at the moment. Heroes of popular cartoons will be perceived more positively than characters from your childhood.

As for the text. It is worth re-reading a lot of material on the upcoming topic, making a brief summary, but during the presentation, everything that can be said in words must be said in words.Text on slides should be kept to a minimum, especially in presentations for children.

And finallyThe presentation should have a clearly defined purpose.Of course, in the case of a presentation for children, it is not at all necessary to put it on a slide. This point is important, first of all, for the presenter, so that, having carried away the accompanying topic, he does not go far to the side.

So, the material is selected, the goal is defined, the next point is the preparation of the presentation and its design.

Presentation design for kids

1. Background. Now you can find many online ready-made templates for any occasion. But, we must not forget that a bright background full of elements for a presentation will distract from the information presented. In general, the background is for that and the background, so as not to distract, but to emphasize the material. So it's worth stopping by plain background without drawings or any other elements.When it comes to presentations for kids, one common mistake is to overdo it with bright colors and pictures.No need to get carried away with bright contrasting colors that can cause an epileptic attack.

2. Illustrations. The teacher should attract children primarily with his story, and not with pictures. Of course, this does not mean that illustrations cannot be used.Pictures in the presentation for children are necessary.You need to consider the age group and their hobbies at the moment. Heroes of popular cartoons will be perceived more positively than characters from your childhood.

The illustrations must be high resolution, you don’t need to stretch a small picture over the entire slide - it will “pixelate” and thus only cause negative emotions.

It is not necessary to use drawings and photographs on the same slide at the same time, if this is not provided for by the node. The presentation should be made in the same style, photographs and drawings should be well done in the same size.

And finally, do not forget that all images on the Internet have an owner. At the end of the presentation, it is worth giving a list of illustrations and links to sources, this is not only a tribute to copyright, but also a good practice for children.

3. Font . It is necessary to avoid using different fonts - this scatters attention and tires. The font size should be large enough to read from the last desks. The test must be readable. Do not use illegible, too narrow fonts and serif fonts. And finally, a simple rule - light text is placed on a dark background and vice versa.

4. Animation. It's very simple here, if the animation can be avoided, it should be done. Of course, in a presentation for children, you want to use as many effects as possible. Also, animation takes time. It will take a few extra seconds to wait until the text appears, which pops up letter by letter.

Actually, the presentation

The purpose of the presenter is not just to give out the material, but to interest. This is perhaps the most important point in a presentation for children.. A boring lecture, even illustrated with beautiful pictures and animation, remains a boring lecture. The presentation of the material should be in the form of a story, a story. Ideally, if the children are also participants in this story. The presentation for children should be interactive, children should take an active part. It makes sense to diversify the presentation with riddles, questions.

Even 20 minutes of an interesting story can tire you out. Viewing a presentation is a strain on the eyes. It is better to give a presentation in parts, alternate with practical tasks, games or little physical activity.

After the end of the presentation, it is necessary to sum up and draw a conclusion. As you know, the last phrase is always remembered better. So let the last phrase be good advice or parting words.

"Hygienic requirements for personal electronic

computers and organization of work

San Pin 2.2.2/2.4.1340-03

In preschool educational institutions (DOE) the recommended

continuous duration of work with a PC on developing

game lessons for children 5 years old should not exceed 10 minutes, for children

6 years - 15 min.

Game lessons using a PC in a preschool educational institution are recommended

spend no more than one during the day and no more than three times a week on days

the highest working capacity of children: on Tuesday, Wednesday and

Thursday. After classes with children, gymnastics for the eyes is carried out.

It is not allowed to conduct classes with a PC in a preschool educational institution due to the time,

reserved for sleep, daytime walks and other wellness

events.

When conducting classes for children using a computer

techniques, organization and mode of training must comply with

requirements for personal electronic computers and

organization of work. "Hygienic requirements for personal

electronic computers and organization of work"

Thus, the following can be distinguished slide design principles

The principle of signal-to-noise ratio. Reduction of redundant elements.

The principle of readability. Choice of fonts and colors.

The principle of empty space. Selection of the main element.

The principle of alignment. The presence of a visual relationship of all elements on the slide.

The principle of contrast. Demonstration of the hierarchy between slide elements (by changing the color, line size, shape, location in space).

The principle of repetition. Keeping the same style across all slides.

proximity principle. Arrangement of related elements on a slide.

As a result, we can come to the conclusion that the use of information technology makes it possible to make the process of learning and development of the child quite effective, opens up new educational opportunities not only for the child himself, but also for the teacher.

However, no matter how positive, huge potential information and communication technologies have, they cannot and should not replace the live communication between the teacher and the child. And also teachers must clearly possess ICT skills and comply with sanitary and hygienic requirements,physiological and hygienic, psychological and pedagogical restrictive and permissive norms andrecommendations, so as not to harm the health of children. ( "Hygienic requirements for personal electronic computers and organization of work.")

7. http://nsportal.ru/ -

eight . http://doshkolnik.ru/ -

9 . http://igrateshka.ru/

Attachment 1

A standard set of exercises for the eyes when working at a computer

Close your eyes and tense your eye muscles strongly. Wait about 4 seconds. Open your eyes and relax. Look out the window into the distance for about 6 seconds. Repeat the exercise 4-5 times.

Look at the bridge of your nose and hold your eyes on it for about 4 seconds. Then shift your gaze to the landscape outside the window and look there for about 6 seconds. Do the exercise 4-5 times.

Look to the left without turning your head. Fix your eyes in this position for about 4 seconds. Repeat this exercise, only looking to the left, down and up. It is necessary to perform this circle 3-4 times.

Make turns with your eyes in the following directions: left, down, right, up, then straight into the distance into the window. Then right, down, left, up, and then straight into the distance through the window. Do all the steps 3-4 more times.

Blink as quickly as possible, counting up to 10, then close your eyes for a couple of seconds. Now blink again for a minute. Close your eyes again for 2-3 seconds. Open them and look out the window. Repeat the exercise 2-3 times.

Examine carefully any clearly visible object (branch, bird, leaf, etc.) for 30 seconds. Then move your eyes to the most distant object. It can be a building, a car, a tree. Look at it for 30 seconds. Then return your gaze to the first object. Repeat this exercise 6 times.

At the end of charging, let your eyes relax. You can just close them for five minutes and think about something pleasant. Do not lower your head forward while doing this. Performing such exercises for the eyes while working at the computer helps to relax and train them.

Application2

Slide color scheme

Color Theory:

red–positive and cheerful, but after the 18th slide causes

aggression and non-learning state;

yellow- it is better to mute closer to beige, a good color for

junior and middle level students;

green(soft, muffled) - up to 29-30 slide is perceived

optimal;

blue(soft) - positive color up to 30 slides;

violet- does not contribute to the memorization of information;

white- contributes to the reproduction of information from 50 to 70%;

black- the color of aggression and stress;

brown(bright) - after 23 slides causes an increase in blood pressure;

grey- causes anxiety.

Annex 3

Using ic in my activity

During my work as an educator, I used ICT:

1. Design of stands, groups

2. Selection of material for GCD

3. Registration of documentation, reports

4. Creation of presentations, videos, posters, booklets, business cards for children, parents, kindergarten workers

5. Exchange of work experience, participation in competitions via the Internet

6. Participated in the creation of the kindergarten website

7. Remotely improved my skills

8. Picked up dances and songs for matinees

9. Edited text, photos, songs.

Application4

Diagnosis of the impact of ICT on the development of children.

Marina Emelyanova
Information and communication technologies in the management of preschool education

AT last years Russian society more and more features informational. In the context of reforming the economic, political and information technology relations is quite a natural trend informatization domestic system preschool education. To date, there are two key areas that characterize this process: pedagogical and organizational.

The pedagogical direction involves the introduction information and communication technologies(ICT) and above all computers educational space of preschool institutions. Its goal is to improve the ways and means of children's activities, to ensure the comprehensive development of the child's personality. preschooler and preparing him for a full life in information society. Organizational direction is connected with modernization preschool management education through ICT.

Let us consider in more detail the essence and content of the latter. The process of informatization of the management of preschool education is an information support for management activities based on modern computing technology and means of communication in order to optimize the functioning of the system and expand the possibilities for the implementation of the social order.

Undoubtedly, the use of ICT changes the traditional nature and procedure, as it provides for the distribution of responsibilities between "natural" and "artificial" intellect. At the same time, the machine performs a routine, labor-intensive processing and storage of large arrays information on the organization of education and training, medical care, financial and economic activities, methodological support, personnel policy, office work, etc. At the same time, a person is given the opportunity of a creative approach to the adoption of operational (strategic) managerial decisions regarding the regulation of intellectual, financial, material and other resources. Furthermore, management informatization contributes to the formation of a unified information and educational environment and ensures entry into modern Information society.

Efficiency informatization is achieved subject to the rules arising from the fundamental laws management of intelligent information systems. Based on a number of studies (S. D. Karakozov, S. Yang, etc., as such, we will name principles:

- informational and analytical openness;

Forecasting;

Moderate hardness management;

Maintaining performance;

The possibility of isolation (separability) functions management;

limited coverage;

Additionalities.

Taking into account the indicated principles helps to reduce the number possible errors in prioritizing the implementation of ICT in management of preschool education.

notice, that management informatization can be done at several levels. Today, the most widely used systems that support partial (full) activity monitoring educational institutions in several aspects (contingent, personnel, material, technical, informational- methodological resources, etc., as well as integrated systems operating on the basis of a single information environment(for example, educational institution - education management body). Because of this, the range of tasks for which ICT tools are used is expanding.

To the main tasks implemented at various levels management of preschool education using ICT, can attributed:

Obtaining regulatory, legal, administrative, scientific, methodological and other information;

Organization of electronic document management;

Accounting automation;

informational interaction with colleagues and experts;

database formation: "children", "parents", "employees", "food", "material technical base» , "turn" and etc. ;

Issuance of permits to preschool educational institutions in automatic or interactive mode;

Modeling the Consequences of Acceptance management decisions;

Quality monitoring educational services(main and additional);

Analysis of the socio-demographic situation in a certain territory;

processing marketing research data, etc.

Informatization of preschool education management carried out on the basis a variety of ICT tools, the leading position among which is occupied by the computer.

At the same time, the intensification information support for the management of preschool education as a system for collecting, processing and storage of diverse information is inextricably linked with the choice of programs that will serve and automate this process.

As the analysis of theory and practice shows, among the most well-known general-purpose software products among managers preschool education popular text (Microsoft Word, etc., graphic (Point, Adobe Photoshop etc.) and tabular (Microsoft Excel and etc.) editors, anti-virus programs ( Kaspersky Internet security, Doctor Web and others, archiving programs (Win Zip, Win Rar, etc.). For the organization of telecommunication interaction (e-mail, facsimile communication, as a rule, Outlook programs Express, Internet Mail, etc.

Office software combines presentation development tools, electronic organizers, warehouse and accounting systems, legal consulting systems. So, multimedia presentations make it possible to demonstrate a variety of materials(video and sound recordings, pictures, drawings, graphs, diagrams, tables, etc.). In turn, programs that technology"electronic organizer"(MS Outlook, etc., form the basis for planning a professional management activities.

Worthy of special attention software products special purpose, which in one way or another contribute to the solution of problems of support information systems management of preschool education.

Main Users informational-software complex (IPK) "KID/Administrator" are the head of the preschool educational institution, the accountant, the medical staff, the deputy head of the AHS. The advantage of IPC is the ease of circulation and ease of learning. Collected Information allows you to make informed decisions in a short time different levels management, greatly facilitating the preparation of reporting documentation. In addition, her appropriate use in the course of licensing and certification of preschool educational institutions and employees.

Awareness of the place and role of ICT in the organization management of preschool education, mastering the mechanism of their use will ensure optimal functioning and further sustainable development of the system preschool education.

Related publications:

Information and communication technologies in FEMP for preschoolers Speech on the topic: “Information and communication technologies in FEMP among preschoolers” Completed by: educator MBDOU No. 27 Zemskova.

Information and research project "Where does water live?" Project participants: subjects of the educational process - children, teachers, parents. Project creator: Ladeyshchikova I.V.

Information and communication technologies in the educational process of preschool educational institutions One of the priority directions of the process of informatization of modern society is the informatization of education - the process of providing.

Information and educational project "Amazing Autumn" Author: Guseletova Evgenia Valerievna educator of MBDOU No. 30 "Smile", Yuzhno-Sakhalinsk Relevance: in our time, environmental education.

The use of information and communication technologies in preschool At present, with the introduction of the Federal State Educational Standard, teachers are faced with the task of revising the priorities professional activity, formation or.

In the modern world, the world of computerization, the constant improvement of multimedia technologies, informatization of the education sector allows us to conclude that this direction of development is the most important priority for Russian education and science. If, for example, we consider regulatory documents, such as the Federal Law "On Education", "The Concept of Modernization of Russian Education", then we can single out such an aspect that in order to achieve a new quality of education, informatization of education and optimization of teaching methods should be carried out. It should also be noted that computer technologies are currently intended to become not an addition to training and education, but an integral part of a holistic educational process.
Since in the preschool educational institution the process of informatization is determined by the social need both to improve the quality of education and upbringing of preschool children, and the requirements of modern society.
Thanks to information technologies, the possibilities of parents and teachers are expanding, the effectiveness of the interaction between the kindergarten and the family in organizing the education and upbringing of preschool children is increasing.
Informatization of preschool education is a complex, multifaceted process in which pupils, teachers and the administration of preschool educational institutions participate, as well as the process of creating a single information and educational space, through the appropriate use of information technologies in the educational process: the development of GCD using multimedia, the use of the project method and most importantly the active use of the Internet.
Teachers of a preschool institution are discovering new opportunities for introducing new methods into their pedagogical practice aimed at implementing innovative ideas of the educational process.
Educators who want to keep up with the times need to explore the possibilities of using and implementing ICT not so much in theory as in practice. Therefore, we opened advanced training courses on the basis of a preschool educational institution, with the support of an information and methodological center, on the topic "PowerPoint - creating multimedia for GCD", which helps the teacher to be a guide for a preschooler not only into the world of new technologies, but also contribute to the formation of the foundations of information culture .
The solution of innovative tasks that can be traced in the Development Program of the preschool educational institution "Rostok" is impossible without revising all areas of the kindergarten's work. We are confident that the use of ICT in preschool educational institutions will modernize the educational process, through increasing the efficiency of motivating children for search activities, to differentiate education and upbringing, based on the individual characteristics of preschool children.
When informatizing a preschool educational institution, several directions can be distinguished: pedagogical, which contributes to improving the efficiency of the educational process, and organizational, which determines the modernization of management through ICT.
Since the activities of the preschool educational institution directly depend on the extent to which the head, senior educator, music director, physical education instructor and teachers have information, how quickly they can process information can determine how they can bring it to the participants in the educational process. The correct use of ICT makes it possible to raise the quality and culture of management activities, thereby creating reserves for working in the development mode.
By introducing information technology into the management of preschool educational institutions, it is possible to determine which indicators will increase, for example: we will be able to save time; promote awareness and efficiency in making managerial decisions; decisions become adequate and productive; thus, information processes are optimized and automated; the intellectual potential of the team increases.
The experience of the DOE shows the possibility of implementing the main tasks of informatization. The preschool educational institution has access to the Internet via Wi-Fi, the site of the preschool educational institution, electronic mailbox, in addition, many teachers maintain their own blogs and have their own websites, which allows you to post important information both on the DOW website and in in social networks, which allows you to bring important and urgent information to the attention of the parents of pupils in a timely manner.
Bringing the organization of interaction of all participants in the educational process to a higher quality level, we, when creating a website, assumed the emergence of an open space for a dialogue between teachers and parents with the public and society, the main goal of allocating access to a wide range of users of information characterizing the activities of preschool educational institutions. Our site won first place at the city stage of the regional competition "The Best Website of a Preschool Institution", which allowed us to raise the image of the institution to a higher level among other institutions in the city, thereby attracting parents to our kindergarten. The key to the information success of our official site lies in understanding the needs of the audience and in a clear idea of ​​​​how the site will be used.
Our Internet site is an ideal assistant, which, in our opinion, is necessary for every educational institution, creating it, we understood that the site should solve specific problems, each part of it should work for the interests of the whole society, but first of all for the interests of the preschool educational institution itself.
When creating the site, it became clear that it contributes both to increasing the number of potential and actual users, informing about the device and activities; provision of reliable information (openness of the institution); and the development of educational services directly from its website, (DOE becomes attractive), as well as quick and easy presentations, through the placement of text and multimedia materials on the website, which reflects various sections: reference, fact-finding and analytical information, in the form of a public report, building confidence in DOE.
By posting a feedback form on the site, we may receive feedback and suggestions from users associated with the DOW. The presence on the website of the Photo Gallery, which presents material about the life of the kindergarten, about holidays, entertainment, events, provides parents with the opportunity to obtain information about cultural and leisure activities in preschool educational institutions. In addition, the website of the kindergarten is a source of information for parents about the methods of protecting children's health, their safety, the rules of behavior for the child in the family and in kindergarten, helpful tips.
In the light of new trends, namely the opening of a structural unit on the basis of a preschool educational institution " family groups"there was an acute issue of teaching parents the correct methodology for raising a young child, so we are testing a system of distance learning for parents via Skype. Parents receive consultations through live communication, through an open dialogue with the head, head educator, head nurse in the conference mode.
What else do we want? What are we striving for? We can talk about this for a long time, so we chose the most significant indicators for us:
- on the basis of an agreement, provide the opportunity for the use of computer equipment (laptops) by teachers of preschool educational institutions;
- organize distance learning for pupils (often ill);
- to equip the library of the methodological room with the information and library system "MARK-SQL", which allows keeping records of the library and methodological fund;
- acquire modern programs to optimize the methodological work of MBDOU;
- launch a children's nutrition program, train staff (head nurse and storekeeper), but first provide them with a PC;
- introduce ICT in the management of preschool educational institutions through the introduction of automation programs (a local network has already been created via Wi-Fi to the server) of the educational process.
Thus, the introduction of ICT in the management of preschool educational institutions, including in the educational process, for organizing feedback via the Internet, undoubtedly leads to an increase in the quality, efficiency of managerial decisions and the transition to more efficient forms of work.