Master class "Using ICT in preschool educational institutions" for teachers. "ICT in the pedagogical activity of a kindergarten teacher" The use of ICT in the work of a preschool teacher

Consultation for educators "Using interactive technologies in the work of a preschool educational institution"

ICT in kindergarten is an urgent problem of modern preschool education. The rapid development of ICT has led to the need for a computer in kindergarten.

The President of the Russian Federation set a task for each institution: to have its own electronic representation on the Internet. The Government of the Russian Federation adopted a number of documents: the Strategy for the Development of the Information Society, the Concept of the Socio-Economic Development of the Country until 2020. On the basis of government documents, the Concept for the Development of the Preschool and General Education System of Russian Railways was developed and approved. One of its main directions is to solve the problem of improving the quality of preschool education through the introduction of effective technologies for the development of imagination, literacy and other basic abilities of preschool children into the educational process; as well as the introduction of programs that ensure the continuity of preschool and primary general education.

The rapid growth of the information flow, the development of new information technologies, their capabilities - all this makes its demands on the younger generation. The current experience of informatization of the educational environment indicates that it allows increasing the efficiency of the educational process.

Based on this, one of the most important directions of the priority national project "Education" aims the system at ensuring the availability and quality of education, the formation of a competitive graduate. In the context of modernization of education at the present stage, this goal cannot be achieved without relying on information and communication technologies (ICT).

ICTs are a tool for improving the quality of educational services and a prerequisite for solving the problems of forming a general culture of an individual, adapting a person to life in society.

In my work, I use ICT in my work, in the following:

selection of illustrative and additional material for educational activities, design of stands, groups, classrooms, booklets;

acquaintance with scenarios of holidays and other events;

experience exchange;

acquaintance with periodicals,

use of digital photographic equipment and photo editing programs;

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

e-mail creation, site maintenance;

creation of presentations in the Power Point program.

In my work, I use multimedia technology. The use of multimedia presentations in working with children allows the educational process to be made brighter, more emotional, with the involvement of large illustrative material, using sound effects and video recordings. Thus, two main advantages of presentations can be distinguished - interactivity, that is, the ability to perform certain actions in response to the child's actions, and multimedia (from the English "multimedia" - multicomponent environment), that is, the ability to "present" both texts and images ( including moving ones), as well as play sound and music. Multimedia facilitates the memorization process, allows you to make educational activities more interesting and dynamic, "immerse" the child in a certain environment, create the illusion of co-presence, empathy, contributes to the formation of voluminous and vivid ideas. However, it is important not to forget that the computer should only supplement the teacher, and not replace him. Multimedia technologies should not be used too often, as with frequent use of ICTs, children lose their special interest in such activities.

The educator must not only be able to use a computer and modern multimedia equipment, but also create his own educational resources, widely use them in his teaching activities.

In order to bring up a physically developed, inquisitive, active, emotionally responsive person who has mastered the means of communication and ways of interacting with adults and peers of the child, trained pedagogical personnel are needed who can combine traditional teaching methods and modern information technologies.

We, educators, must keep up with the times, become a guide for the child into the world of new technologies. Educators of preschool educational institutions are obliged to ensure the full transition of children to the next level of the continuous education system, to give them the opportunity to become participants in the unified educational space of the Russian Federation. This requires the introduction and use of information technology in the preschool educational institution.

The purpose of my work when using ICT in preschool educational institutions is to improve the quality of education through the active introduction of information technologies into the educational process.

The tasks were:

systematization, updating and replenishment of information resources of the educational process;

development and testing of technologies for multimedia support of the educational process;

expanding the use of information and computer technologies in the educational process;

creation of a bank of computer training programs, didactic and methodological materials on the use of information technologies in the work of preschool educational institutions;

creation of a comprehensive integrated model of information and methodological support of the educational and educational process of a preschool educational institution.

The use of ICT brings the assimilation of acquired knowledge by preschoolers to a higher level.

The introduction of ICT in the upbringing and educational process of a kindergarten has many advantages, which should be highlighted:

makes it possible to expand the use of e-learning tools, since they transmit information faster than using traditional means;

allow you to increase the perception of the material by increasing the amount of illustrative material;

allow you to make corrections during the lesson, to carry out joint work of children in interaction, to carry out an interactive relationship between the child and the teacher;

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

graphic, textual, audiovisual information is used at the same time;

using a computer, you can simulate such life situations that cannot or are difficult to show in class or see in everyday life (for example, the reproduction of animal sounds; nature, the operation of transport, etc.);

classes using information and communication technologies encourages children to search and cognitive activities, including searching on the Internet on their own or together with their parents;

high dynamics of the lesson contributes to the effective assimilation of the material, the development of memory, imagination, creativity of children;

provides an opportunity for individualization of training;

The use of computer technology in the educational process gives us the following opportunities:

The computer is a means of equalizing the capabilities of children.

The system itself provides control, correction, and enables self-testing.

Expanding professional contacts of teachers and improving the quality of teaching children.

Improving the quality of demonstration materials, illustrations, the ability to display video clips.

Close contact in the teacher-child-parent chain.

Individualization of the educational process in terms of pace, speed, content.

The high speed of updating didactic material on the screen significantly saves time during the lesson.

An effective play tool for practicing reading, counting, etc., developing the creative abilities of preschoolers.

Efficiency of management and the possibility of compact storage of large volumes of information in text and figurative form.

The use of multimedia technologies in the educational process in a preschool educational institution is one of the newest and most pressing problems in domestic preschool pedagogy.

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"The use of ICT in the work of a kindergarten teacher"

Vozmischeva Tatiana Sergeevna

Educator I quarter. To.

MBDOU "Combined Kindergarten No. 52" AGO

The use of information and communication technologies in the upbringing and educational process is one of the newest problems in domestic preschool pedagogy, since science and technology do not stand still. And the educator can and should use new technologies in work in all areas of his activity, to be always aware of pedagogical innovations. In my work, I try to actively involve the possibilities of modern information and communication technologies (hereinafter I will speak in abbreviated form as ICT). Since the use of ICT allows using multimedia, in the most accessible and attractive, playful form, to achieve a new quality of knowledge of children, awareness of parents, professional skill of a teacher. The novelty of the innovative experience lies in the fact that the direction on the use of ICT is beginning to be introduced into preschool education. This is due to the fact that this requires a good material and technical base and a sufficient level of ICT competence of the teacher. Realizing the goal of improving the quality of the educational process through the use of ICT, I set myself the following tasks: 1. To improve professional skills through the use of information and communication technologies. 2. To introduce ICT into the joint activities of a teacher and children. 3.Use ICT in working with parents to increase competence in parenting. One of the most important factors influencing the professionalism of an educator is self-education. The search for new techniques, methods and technologies is relevant especially in our time. Connecting to the Internet network allowed me to share my own work experience, to adopt the advanced experience of colleagues from Russia and abroad. I also got the opportunity to create a library of electronic resources: multimedia presentations on various topics, teaching materials on educational activities (these are GCD scenarios, a selection of demonstration material on speech development and other educational areas). One of the directions of my work on the use of ICT is the execution of the main documentation in electronic form. From my own experience, I was convinced that maintaining basic documentation in electronic format significantly reduces the time for filling it out, makes it possible to quickly make changes, additions, and facilitates storage and access to information. These are documents such as: lists of children, information about parents, diagnostic cards, perspective and calendar plans for all areas of work in the group. The Internet gives me the opportunity to improve my teaching skills through participation in webinars, vibinars, Internet conferences. Innovative activities in the use of information technologies have positively influenced the level of my ICT competence. The next direction in my work was the use of ICT as a means to improve the mastery of the studied material by preschoolers. It is important for a teacher to remember that every child is a personality and his abilities develop in the activities in which he is engaged at his own request and with interest. Therefore, it is necessary to choose such technologies that would make it possible to do this. I believe that ICTs are such a means, as they open up unlimited opportunities for the educator for effective creative work.

This is where the electronic library I have created helps me, which includes presentations on various topics, various physical education minutes, didactic, handouts for children, card indexes of games, observations, walks, plot pictures for composing stories on the development of speech. This media library takes up very little space. I use flash cards and disks to transfer information. I would like to note that children really like the use of media technology in educational activities, but it is imperative to comply with the requirements of SanPiN when using it. Reasonable use of visual teaching aids in the educational process develops observation, attention, speech and thinking in children. Correctly selected video materials demonstrated with the help of media technology make it possible to directly make educational activities more interesting and dynamic, help "immerse" the child in the subject of study, create the illusion of co-presence, empathy with the object under study, contribute to the formation of voluminous and vivid representations. All this helps to increase the motivation of children for educational activities, activates cognitive activity, improves the quality of assimilation of program material with children. One of the indicators of the teacher's success and the quality of his educational activities are the achievements of his pupils. So my children are participants in Internet contests: 1.Participation in the All-Russian competition of children's creativity "Sweet mother", "Talent from the cradle", "Step forward", "Talantokha" and others. Parents are very interested in going online and among the participants of the competition see the name of your child and receive a certificate of participation. An integral part of a teacher's work is working with parents. The use of ICT, in my opinion, has significantly reduced the time for preparing and holding parenting meetings, helped to arrange parents for easy communication. Parents are given the opportunity to personally observe the development of children in a preschool educational institution. This form of work has become a worthy alternative to oral presentations, written reports at meetings. During the period of morning and evening meetings with parents, the teacher is often busy with the children and cannot always pay due attention to the parents. It is necessary to search for new productive forms of interaction with parents. For them, I designed a wonderful parental corner, materials for which I found all on the same sites on the Internet. Such bright and colorful information always attracts attention and is laconic and accessible to parents. In addition, parents have the opportunity to go to the kindergarten website, where they can get available information.

What benefits do parents get from a group site? First, they have the opportunity to follow the life of the group, the kindergarten. Secondly, the site allows you to get to know the kindergarten teachers and specialists better, can get the necessary advice from them. And at home, together with the child, it is always interesting to look at the kindergarten website, see new photos together, listen to the child's message about past events. Using ICT in my work with parents, I realized that it gives great advantages: 1. E-mail for exchanging opinions without wasting time; 2. Information is studied by parents at a convenient time for them; 3.Information flows increase; 4. An individual approach to the presentation of information. From all of the above, we can conclude that the use of ICT by me in the educational process: 1. Helped to improve my professional level as a teacher, activated me to search for new non-traditional forms and methods of teaching, gave an incentive to the manifestation of my creative abilities. 2. Increased children's interest in learning, intensified cognitive activity, increased the quality of learning program material by children. 3. Raised the level of pedagogical competence of parents, their awareness of the life of the group and the results of each specific child, increased interest in events in kindergarten.

Speech etiquette- developed rules of speech behavior, a system of speech communication formulas.

Speech etiquette formulas- these are standard ready-made constructions that are regularly used with correct communication.

Etiquette- This is a set of rules of good manners, adopted in a given society and establishing norms of people's behavior in certain situations.

Iatrogeny- Adverse changes in the mental state and psychogenic reactions that contribute to the emergence of neuroses that appear as a result of improper (unskilled) actions of a medical worker who unintentionally inspires the patient (for example, due to a careless statement about the severity of the disease, an unfavorable prognosis of the disease; imprudent references to a bad outcome of similar diseases in other people, etc.).

Topic 1.4. The use of information and communication technologies in professional activities. Control questions

General concept of information and communication technologies (ICT).

Tasks of ICT.

Classification of ICT tools.

Psychological and pedagogical features of the use of ICT.

Forms of using information and communication technologies in the training of a specialist.

§ 8. The concept of information and communication technologies. The use of information and communication technologies in the training of a specialist. Reference material

The creation and development of the information society in the modern world involves widespread use information and communication technologies (ICT) in professional activity, which is determined by a number of factors:

● The introduction of ICT significantly accelerates the transfer of knowledge and the accumulated social experience of mankind, not only from generation to generation, but also from one person to another.

● modern ICT, improving the quality of training and education, allow a person to more successfully adapt to the ongoing social changes.

Information and communication technologies (ICT)- a set of methods, production processes and software and hardware integrated with the aim of collecting, processing, storing, distributing, displaying and using information in the interests of its users.

The use of ICTs used in the field of education aims at the implementation of the following tasks, such as:

Support and development of systematic thinking;

Support for all types of cognitive activities in the acquisition of knowledge, development and consolidation of skills and abilities;

Implementation of the principle of individualization of the educational process while maintaining its integrity.

Educational ICT tools can be classified according to a number of parameters:

1. By solving pedagogical problems:

Means providing basic training (electronic textbooks, training systems, knowledge control systems);

Practical training tools (problem books, workshops, virtual constructors, simulation programs, simulators);

Auxiliary tools (encyclopedias, dictionaries, reading books, developing computer games, multimedia training sessions);

Complex tools (distance learning courses).

2. By functions in the organization of the educational process:

Information and training (electronic libraries, electronic books, electronic periodicals, dictionaries, reference books, training computer programs, information systems);

Interactive (email, electronic teleconferencing);

Search engines (catalogs, search engines).

3. By type of information:

Electronic and information resources with textual information (textbooks, study guides, problem books, tests, dictionaries, reference books, encyclopedias, periodicals, numerical data, software and educational materials);

Electronic and information resources with visual information (collections: photographs, portraits, illustrations, video fragments of processes and phenomena, demonstrations of experiments, video tours; statistical and dynamic models, interactive models; symbolic objects: schemes, diagrams);

Electronic and information resources with audio information (sound recordings of poems, didactic speech material, musical works, sounds of animate and inanimate nature, synchronized audio objects);

Electronic and information resources with audio and video information (audio and video objects of animate and inanimate nature, subject excursions);

Electronic and information resources with combined information (textbooks, study guides, primary sources, anthologies, problem books, encyclopedias, dictionaries, periodicals).

with combined information (textbooks, study guides, primary sources, reading books, problem books, encyclopedias, dictionaries, periodicals).

ICT capabilities can be used:

When building interactive tables, posters and other digital educational resources on specific topics and sections of the academic discipline,

To create individual test mini-lessons;

To create interactive homework assignments and self-study simulators for students.

Educational and methodological aspect ... Electronic and information resources can be used as educational and methodological support of the educational process. The teacher can use various educational ICT tools in preparation for the lesson; directly when explaining new material, to consolidate the acquired knowledge, in the process of quality control of knowledge; for the organization of self-study by students of additional material, etc. Computer tests and test items can be used to implement various types of control and assessment of knowledge.

The development of human activity is determined by a change in one or another of its structural components: the object, the goal, the content of the activity, the system of actions that ensure the achievement of the goal, the means of performing these actions. In this case, the change occurs not in any single link, but in the entire structure of activity. As a result, traditional forms are transformed and new forms of human activity appear in the sphere of labor, cognition and communication. Modern ICT tools have become a new means, an instrument of human activity.

The use of ICT tools as a tool means the emergence of new forms of mental, mnemonic, creative activity, which can be considered as the historical development of human mental processes and continue to develop the principles of the historical development of activity in relation to the conditions of the transition to a post-industrial society. The assimilation of knowledge presupposes the mastery of the system of generalizations that make up the main content of knowledge.

The nature of ICT tools has a definite effect on the formation and development of human mental structures, including thinking. The printed text, which until recently was the main source of information, is built on the principle of abstraction of content from reality and is organized as a sequence of phrases in the order of reading from left to right, which forms the skills of mental activity, which has a structure similar to the structure of printed text, which is characterized by such features as linearity , consistency, analyticity, hierarchy.

Other media - photography, film, radio, television - have a structure that is significantly different from that of print. Images and sounds do not direct the train of thought of the listener or viewer from one object to another with intermediate conclusions, as in the perception of printed information. Instead, they create models of recognition, addressing the sensual side of the subject.

Just as printed materials and technical means of mass communication have led to a gigantic expansion of the possibilities of human cognition, fixation and transfer of experience, the computer increases the potential of human thinking, causes certain changes in the structure of mental activity. The main processes are the organization and interpretation of information. It can be encoded and presented on the display screen in the form of mathematical symbols, tables, graphs and diagrams, images of processes, supplemented by sound, color images, etc.

The learning environment forms such characteristics of thinking as a tendency to experiment, flexibility, coherence, structure. These characteristics correspond to cognitive processes associated with creativity and problem solving. Thus, understanding the essence of phenomena and tactics for solving problems are described as the ability to perceive in a new way seemingly obvious facts, to find a way to connect seemingly unrelated things, to establish original connections between new and old information.

ICT tools contribute to the development of the student's thinking, orient him towards the search for obvious and non-obvious system connections and patterns. The computer is a powerful tool for helping to understand many phenomena and patterns, however, it must be remembered that it inevitably enslaves the mind, which, as a result, has only a set of learned facts and skills. A simple communication of knowledge, mastering a programming language, the very ability to program are only the first step towards realizing its capabilities. Really effective can only be considered training, in which the skills of thinking are instilled, moreover, thinking of a new type, which in a certain way differs from the thinking that was formed on the basis of operating with printed information, using the means of mass communication.

Thus, in connection with the use of ICT, not only ideas about thinking, but also about other mental functions: perception, memory, ideas, emotions, etc. are subject to revision.

The inclusion of ICT helps to improve and diversify the traditional forms of transmission and assimilation of educational material.

ICT forms:

Electronic textbooks and a variety of manuals, designed in digital educational resources, expand the possibilities of working with text and create the prerequisites for deep mastery of the material.

The didactic game, supported by ICT, acquires, in addition to the simulation of the studied systems, phenomena, processes, visibility in the design of the decision and the results of the game itself and the actions of the team.

The use of multimedia tools in the training of specialists makes it possible to combine the necessary information in different forms (text, sound, video, etc.).

ICTs in teaching aim students at the development of certain skills and abilities of independent activity, provide a transition to self-education. How the cognitive interests of students are activated in the classical lecture and seminar system of education using ICT can be considered when analyzing traditional forms of classes.

1. Computer programs should not be used for entertainment purposes and for the sole purpose of increasing interest in a subject by displaying visual objects. In the language development of a student, it is important to use multimedia tools (ICT) not only as illustrative material, but also as a basis for structuring and systematizing information, creative application of the knowledge gained, those. illustrations should reinforce cognitive activity, not replace it .

2. When using ICT, it is important intensify work with text, increase the volume of communication exercises, intensify cognitive activity students by reducing the time spent on other types of work, such as various types of cheating.

3. It is necessary create problem situations, develop the creative potential of students; do not overload educational material using ICT(excessive enthusiasm for the computer can harm, reduce performance).

4. For the development of communicative competence, it is necessary to think over the interaction of students in a group, a poet atit is important when using ICT to plan group assignments. Thanks to the discussion and design of the educational process, its participants, as they gain experience in discussions, acquire many useful skills and properties: to highlight and express their position and perceive someone else's; obey general rules and develop on this basis methods of self-regulation and adequate self-esteem, etc.

THE USE OF ICT IN THE METHODOLOGICAL WORK OF A DOE

Senior educator O.V. Peryakina

The task of improving the quality of education through the introduction of computer technologies and the creation of a unified educational information space, first formulated in the Concept for the modernization of Russian education until 2010, remains relevant today. This is stated in the Concept of long-term socio-economic development of the Russian Federation for the period up to 2020.

According to S.D. Ilyenkova, the quality of education is determined, first of all, by the quality of the bearer of knowledge. A “bearer of knowledge” in a preschool institution is a teacher who works with children, who not only transfers knowledge, but also shapes the child's personality, worldview and spirituality. Therefore, an important condition for improving the quality of preschool education is an effective system of methodological work. Methodical work is aimed at teaching and developing teaching staff, identifying, generalizing and disseminating the most valuable experience, as well as compiling and implementing the author's system of work, implementing innovative projects based on information and methodological support of teachers to ensure the educational process. Its goal is the constant development and identification of the potential capabilities of the teaching staff and, as a consequence, improving the quality of educational and educational work in general.
It can be concluded that the methodological work is based on the process of collecting, storing, processing and disseminating information, which allows you to analyze staffing levels, assess the educational level of teaching staff, the growth of professional skills, work efficiency based on monitoring, etc.
Currently, methodological work, in most cases, is carried out using traditional forms and methods, information is collected and analyzed mechanically, which entails a large investment of time and, as a consequence, late decisions.

A computer is used to maintain all kinds of documentation and reporting, as a means of producing various visual material, which is often due to the low level of skills of senior educators in the field of computer technology, an underestimation of its capabilities.
Recently, software materials for kindergarten have been created, which help to unify the managerial activities of the head in the field of financial, economic, and administrative activities. However, there are no programs that allow monitoring the quality of the professional skills of teachers, monitoring the improvement of the educational level of personnel, and assessing the effectiveness of the teacher's work.
Information and communication technologies (ICT), possessing such features as the ability to quickly collect and process data, transmit them over long distances, and store large amounts of necessary information, significantly expand the possibilities of using resources in various fields of human activity, including preschool education.

In the technical and technological aspect, ICT means include:
Local area networks,
Modern means of communication of all types, providing informational interaction of users, both at the local and global levels,
Input-output devices for information of all kinds,
Means and devices for manipulating information and its broadcasting - text, graphic, audiovisual,
Means of archival storage of information,
Computer graphics systems,
Systems of presentation and use of audiovisual information
Software systems and complexes,
Artificial intelligence systems,
Instrumental and applied tools and systems that implement multimedia technologies,
· Hypertext, telecommunications, virtual reality.

Their practical application in the system of methodological work of a preschool institution helps to increase information flows using the Internet, provide quick feedback with colleagues (e-mail, electronic bulletin boards), and obtain an objective picture of the level of professional skill of teachers (computer tests, diagnostic complexes).
Along with this, it becomes possible to diversify and make the most interesting and effective forms of methodological work: for example, the use of demo-encyclopedic programs and presentation programs in the preparation and conduct of teachers' advice, consultations, allow to prepare a presentation on a visual basis using slides, create abstracts of reports and materials for distribution to listeners.

Refusal from the classroom system for conducting methodological events allows you to switch to teleconferences, on-line seminars for the exchange of experience, remote creative living rooms, collective educational projects, business games, and virtual excursions.
In order to study advanced pedagogical experience and exchange opinions, as well as expand the geography of broadcasting the author's developments of teachers, ample opportunities open up when using thematic forums and Web sites, where you can post your materials in the public domain, organize a discussion on various issues, draw attention to the group development of projects, their placement and discussion on the Internet.
The implementation of the information and analytical function of methodological work, namely, the collection and processing of information will be most effective and will take less time when using monitoring programs and conducting testing, questioning using applied computer programs.

Fast and high-quality preparation of demonstration materials for organizing and holding events will be provided by modern computers that allow you to combine texts, graphics, sound, animation, photographic images, and large volumes of video materials within one program.

The use of electronic catalogs and archives, where documents are systematized and structured, will significantly reduce the time for searching for scientific, methodological literature, as well as for processing information, which contributes to the standardization and unification of the processes of working with them.

An important task of introducing ICT into the practice of a preschool institution in general, and in particular in the practice of methodological work, is the formation of an information and educational environment and, as a result, improvement of methodological activities, pedagogical creativity and information competence of both the senior educator and the teaching staff.

Its solution will contribute not only to the self-improvement of the teacher, but will also improve the quality of the educational process as a whole.
Analyzing all of the above, we can conclude that the use of information and communication technologies in methodological work allows you to organize and carry out fast and efficient work with information flows, namely, the collection, processing, storage, transfer and submission of information, to reduce the time frame for events, to diversify the forms of organization of methodical work.

Oksana Zotkina
The use of ICT in the work of a teacher of a preschool educational institution

Usage information and communication technologies in educational educational process is one of the newest problems in the domestic preschool pedagogy, since science and technology do not stand still. And the teacher can and should use new technologies in work in all areas of their activity, to be always aware of pedagogical novelties.

Active attraction preschool teachers the possibilities of modern information and communication technologies allow multimedia, in the most accessible, attractive and playful way to achieve a new quality of knowledge of children, parental awareness, professional skills teacher... The novelty of the innovative experience lies in the fact that the direction of use of ICT is just beginning to be implemented in preschool education... This is due to the fact that this requires a good material and technical base and a sufficient level of ICT competence. teacher.

Realizing the goal of improving the quality of educational educational process through the use of ICT, educator decides the following tasks:

1. Improving professional skills through the use of information and communication technologies.

2. Integration of ICT into joint activities teacher and children.

3. Using ICT at work with parents to improve their parenting competence.

One of the most important factors affecting the professionalism of an educator is self-education... The search for new techniques, methods and technologies is relevant especially in our time. There are many ICT courses available to improve your professional skills. Usage the Internet allows you to spread your own experience work, adopt the advanced experience of colleagues in Russia and abroad. The Internet also makes it possible to create a library of electronic resources: multimedia presentations on various topics, teaching materials on educational activities(these are OOD scenarios, a selection of demonstration material on cognitive, speech, socio-communicative, physical and artistic and aesthetic development).

The Internet also provides an opportunity to improve your pedagogical mastery through participation in webinars, Internet conferences, social networking forums.

One of the modern trends work on the use ICT is the execution of basic documentation in electronic form. Maintaining the main documentation in electronic format significantly reduces the time for filling it out, makes it possible to promptly make changes, additions, facilitates storage and access to information. These are the documents how: lists of children, information about parents, diagnostic cards, perspective and calendar plans in all directions group work... It’s a pity that on working the place of the teacher does not have a personal computer, which would greatly facilitate the work of each of us.

Innovative activities for use of information technology positively influenced the level of ICT competence, which translates into the creation of our own mini-sites in "Social network preschool workers» , on the portal "About childhood", on the "MAAAM.ru".

Very positive effect on the increase preschool education use ICT as a means to improve the assimilation of the studied material preschoolers... It is important for the educator to remember that each child is a person and his abilities develop in the activities in which he is engaged at his own request and with interest. Therefore, it is necessary to choose technologies that would make it possible to do this. It is information and communication technologies that are such a means, since they open up unlimited opportunities for the educator for effective creative work... These include an electronic library, which includes presentations on various topics, physical education minutes, didactic, handouts for children, card indexes of games, observations, walks, plot pictures for composing stories on the development of speech, ready-made coloring pages (by sample, labyrinths for the development of fine motor skills. This media library takes up very little space. To transfer information flash cards are used, disks.

I would like to note that children really like the use of media technology in educational activities, but it is imperative to comply with the requirements of SanPiN when it using... Reasonable use in upbringing and educational the process of visual teaching aids develops observation, attention, speech and thinking in children. Right selected videos demonstrated with the help of media technology allow you to make an organized educational activities more interesting and dynamic, help "Submerge" child into the subject of study, create the illusion of co-presence, empathy with the studied object, contribute to the formation of voluminous and vivid ideas. All this helps to increase the motivation of children to educational activities, activates cognitive activity, improves the quality of assimilation of program material with children.

Integral part the teacher's job is to work with parents. Usage ICT significantly reduces the time for preparing and conducting parenting assemblies, helps to dispose parents for easy communication. Parents are given the opportunity to personally observe the development of children in a preschool educational institution. This form work has become a worthy alternative to oral reports, written reports on meetings.

During the period of morning and evening meetings with parents, the educator cannot always pay due attention to the parents. Therefore, it is necessary to search for new productive forms of interaction with parents. The way out of this situation is easy to find, using the website of the preschool educational institution or group. Using ICT at work with parents gives great Benefits:

E-mail to exchange opinions without wasting time;

Information is studied by parents at a convenient time for them;

Information flows are increasing;

Individual approach to submitting information;

The presence of the website of the preschool educational institution and the group, electronic and printed materials on paper made it possible for parents to improve their pedagogical competence in communicating with children, made them active participants in the life of our group.

From all of the above, we can conclude that the use of ICT in educational educational process:

1. Promotes professional development teacher, activates him in the search for new non-traditional forms and methods of teaching, gives an incentive to the manifestation of creative abilities teacher.

2. Increases children's interest in learning, activates cognitive activity, improves the quality of learning program material by children.

3. Raises the level pedagogical the competence of parents, their awareness of the life of the preschool educational institution and the group and the results of each specific child, increased interest in events in the kindergarten.

Related publications:

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Changes in the work of a preschool teacher with the introduction of the federal state educational standard Preschool institutions today are entering a period of profound qualitative changes. The new Federal Educational Standard (hereinafter -.

"Project method in the activities of a preschool educational institution" The formation of a new education system keeps a reference to the world space and requires significant changes in pedagogical theory and.

Interaction of specialists of a preschool educational institution in working with children with general speech underdevelopment"Interaction of specialists of a preschool educational institution in working with children with general speech underdevelopment" INTRODUCTION Analyzing.

What should change in the work of a preschool teacher with the introduction of the federal educational standard The functions of the teacher will change: the main one is to create conditions for independent cognition and development of children. The content of pedagogical interaction:

Interaction of a preschool educational institution with the parents of pupils SLIDE1 I would like to present my work experience