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ICT in the work of a teacher. The use of ICT in their professional activities as an educator

MUNICIPAL BUDGET

PRESCHOOL EDUCATIONAL INSTITUTION

"KINDERGARTEN №2s. them. BABUSHKINA"

SUMMARY OF THE EXPERIENCE OF THE TEACHER'S WORK ON THE TOPIC

"USE OF ICT IN THE WORK OF A TEACHER TO IMPROVE THE QUALITY OF THE EDUCATIONAL PROCESS"

Completed by the educator

Ryzhova Oksana

Vladimirovna

S. im. Babushkina

2015

RELEVANCE OF USE

ICT B

EDUCATIONAL

ACTIVITIES OF THE TEACHER

The use of information and communication technologies in the 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, always be aware of pedagogical innovations. Therefore, the use of ICT (information and communication technologies) is one of the priorities of education. Informatization of the education system makes new demands on the teacher and his professional competence. The communicative competence of a teacher implies the ability to build communications in various formats: oral, written, discussion, visual, computer, electronic. The teacher should not only be able to use a computer and modern multimedia equipment, but also create their own educational resources, widely use them in their pedagogical activities.
Information technology is not only and not so much computers and their software. ICT refers to the use of a computer, the Internet, television, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication.

Realizing the goal of improving the quality of the educational process through the use of ICT, I set myself the following tasks:

Improve professional skills through the use of information and communication technologies
Implement ICT in the joint activities of the teacher and children

Use ICT in working with parents to increase competence in raising children

BENEFITS OF ICT

BEFORE TRADITIONAL WORK

Working with children:

Information technology significantly expands the possibilities of presenting information. The use of color, graphics, sound, all modern video equipment allows you to recreate the real environment of the activity.

The computer can significantly increase the motivation of pupils for learning. Motivation is increased by applying adequate rewards for correct problem solving.

ICT involves preschoolers in the educational process, contributing to the widest disclosure of their abilities, enhancing mental activity.

The use of ICT in the educational process increases the possibility of setting upbringing and educational tasks and managing the process of their solution. Computers make it possible to build and analyze models of various objects, situations, and phenomena.

But at the same time, it must be remembered that the computer will not replace the emotional human communication that is so necessary at preschool age. He only complements the educator, and does not replace him.

Working with parents:

minimizing the time of access to information of communication subjects;
the ability to demonstrate any documents, photographic materials;
providing an individual approach to the subject of communication;
the optimal combination of individual work with group work;
growth in the volume of information;
provides a dialogue of communication subjects (e-mail, forum);
prompt receipt of information;
expansion of information flows;
creation of electronic newspapers, magazines;
at parent meetings, you can show photos of various activities of children, video materials in the presentation and conduct various consultations with clarity;
online consultations of specialists for parents;

In the methodological work of the educator:

Saving labor cost and time

Quick and large-scale selection of additional educational material through Internet resources;

Aesthetic design of documentation, reports, diagnostics, stands, information corners, screens, etc.

Communication on the forums of the site, the use of e-mail allow

keep abreast of events taking place in the pedagogical communities;

track announcements of events (contests, seminars);

receive advice on emerging problems;

get acquainted with the best practices and best practices of their colleagues;

post their work on websites, thereby acquainting the pedagogical community with their activities, presenting the accumulated experience to colleagues, parents and children

Using the Internet allows you to read electronic media - magazines, newspapers, articles from official websites, etc.

The ICT tools in our group are:

A computer
Multimedia projector
a printer
Music Center
Scanner
Camera
Video camera

I started my work on the use of ICT a few years ago. I like to master the latest achievements of pedagogical science and practice, learn and discover something new, so I actively use the developments in this area.

One of the most important factors influencing the professionalism of a teacher is self-education. The search for new techniques, methods and technologies is relevant especially in our time. Connecting to the Internet allowed me to share my own work experience, to adopt the best practices of my Russian colleagues.

One of the areas of my work on the use of ICT is the preparation of basic documentation in electronic form. From my own experience, I was convinced that maintaining the main documentation in electronic format significantly reduces the time it takes to fill it out, makes it possible to quickly make changes and additions, and facilitates storage and access to information. These are documents such as: lists of children, information about parents, diagnostic cards, questionnaires for teachers, questionnaires for parents.

In my work, I try to actively involve the possibilities of modern information and communication technologies. Since the use of ICT allows multimedia, in the most accessible and attractive, playful way, to achieve a new quality of children's knowledge, parents' awareness, and professional skills of a teacher. The novelty of the innovative experience lies in the fact that the direction of using ICT is just 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. Innovative activity in the use of information technology has positively influenced the level of my ICT competence, which resulted in the creation of my own mini-site in the "Social Network of Preschool Education Workers".I posted information about myself on the Internet pages: professional interests, hobbies, my achievements, portfolio. Very quickly I found like-minded people in the professional field of communication in my interests. On the site I communicate with colleagues, find out their point of view, express my opinion, get expert advice.

The next direction in my work was the use of ICT as a means to improve the development of the studied material by preschoolers. It is important for the educator to remember that every child is a personality and his abilities develop in the activity in which he is engaged in of his own free will and with interest. Therefore, it is necessary to choose such technologies that would make it possible to implement this. I believe that information and communication technologies are such a tool, as they open up unlimited opportunities for the educator for effective creative work.

This is exactly what helps me, the electronic library I created, which includes presentations on various topics, various physical education sessions, didactic, handouts for children, card files of games, observations, walks, plot pictures for compiling stories for speech development, ready-made coloring pages ( according to the model), labyrinths for the development of fine motor skills. This media library takes up very little space. To transfer information I use flash cards, 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 using it.

It's no secret that the material that is interesting to the child is well absorbed.

Multimedia presentations make it possible to present educational and developmental material as a system of vivid reference images filled with comprehensive structured information in an algorithmic manner. In this case, various channels of perception are involved, which makes it possible to store information not only in factographic, but also in associative form in the memory of children.

The 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 using 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;

- the possibility of demonstrating objects that are more accessible to the perception of a intact 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.

During the classes, various multimedia presentations are used, which have great potential.

Reasonable use of visual teaching aids in the educational process develops observation, attention, speech and thinking in children. Properly selected video materials demonstrated with the help of media technology make it possible to directly make educational activities more interesting and dynamic, help to “immerse” the child in the subject of study, create the illusion of co-presence, empathy with the object being studied, and contribute to the formation of voluminous and vivid ideas. 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.

An integral part of the teacher's work is working with parents. The use of ICT, in my opinion, has significantly reduced the time for preparing and holding parent-teacher meetings, and helped to arrange parents for easy communication. Parents are given the opportunity to personally observe the development of children in preschool.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, the materials for which I found all on the same sites on the Internet.I photograph children in class, during play activities, on a walk. I create photo galleries and place them in the parent group corner and on the MBDOU website.Such bright and colorful information always attracts attention and is concise and accessible to parents.

Using ICT in my work with parents, I realized that it provides great benefits:

E-mail to exchange opinions without wasting time;
Information is studied by parents at a convenient time for them;
Increasing flows of information;
Individual approach to the presentation of information;

The presence of 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 by me in the educational process:

It contributed to the improvement of 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.
Increased children's interest in learning, intensified cognitive activity, improved the quality of assimilation of program material by children.
Raised the level of pedagogical competence of parents, their awareness of the life of the group and the results of each individual child, increased interest in events in kindergarten.

Like everyone else, my work also has its stumbling blocks.

The material and technical base of the preschool educational institution is insufficient. I would like each teacher to have a personal computer, each group to have a projector, interactive whiteboards, etc.
Insufficient level of ICT competence of parents

Nevertheless, in our work we always look to the future with hope. Therefore, I would like to announce further perspectives in my work:

Improving the efficiency of the process of teaching and raising children.
Activation of cognitive activity of children.
Increasing the level of professional skills of preschool teachers.
Identification of the level of psychological and pedagogical competence of parents.
Disclosure of the personal potential of pupils in the educational system of the preschool educational institution and the family.
Implementation of personal and professional growth of teachers.
Activation of the pedagogical and cultural consciousness of parents, teachers and other professionals to create a unified information environment.
Creation of an active, workable system of support for family education, through the use of information and communication technologies.
Participation of parents in the educational process of kindergarten.
Improving the pedagogical culture of parents.

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 of the Russian Federation” and the educational standard of the new generation.

Informatization of education in Russia is one of the most important mechanisms affecting all the main areas of modernization of the educational system. Its main task is the effective use of the following most important advantages of information and communication technologies:

the possibility of organizing the process of cognition that supports 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.

The key areas of the DOE informatization process are:

1. Organizational:

modernization of the methodological service;
improvement of the material and technical base;
creation of a certain information environment.

2. Pedagogical:

improving ICT - the competence of preschool teachers;
introduction 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 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. Maintaining documentation.

In the process of educational activities, 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. Diagnostics 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. Methodical work, professional development of the teacher.

In the information society, network electronic resources are the most convenient, fast and modern way of disseminating new methodological ideas and didactic aids, available to methodologists and teachers, regardless of their place of residence. Information and methodological support in the form of electronic resources can be used during the preparation of the teacher for classes, to study new methods, and 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 the conduct of the educational process.

3. Educational process.

The educational process includes:

organization of direct educational activities of the pupil,
organization of joint developmental activities of the teacher and children,
project implementation,
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 makes it possible to make the educational process informative, entertaining and comfortable.

There are 3 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, 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.

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

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

With the help of multimedia presentations, visual gymnastics complexes, exercises to relieve visual fatigue are learned with children.

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 children receive from educational literature;
Possibility of demonstrating objects that are more accessible for perception to a intact sensory system;
Activation of visual functions, visual capabilities of the child;
It is convenient to use computer presentation slide films to display 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 the classroom in mathematics, music, familiarization with the world ensures the activity of children in examining, examining and visually highlighting the signs and properties of objects, forms ways of visual perception, examination, highlighting qualitative, quantitative and spatio-temporal features in the objective world. and properties, visual attention and visual memory develop.

2. Lesson 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 satisfy:

exploratory nature,
ease for independent studies of the child,
development of a wide range of skills and perceptions,
high technical level,
age match,
entertainment.

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

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

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

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

4. Games-travelling, "rpg".

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

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:

methodology for 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 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.

1. Diagnostic session.

To conduct such classes, special programs are required, which is rare, or does not exist at all 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, appropriately 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 to increase motivation and individualize learning, develop creative abilities and create 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's raining.

5. 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.).

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

7. ICT is an additional opportunity to work with children with disabilities.

With all the constant advantages of using ICT in preschool education, the following problems arise:

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 should not only have a perfect knowledge of the content of all computer programs, their operational characteristics, the user interface of each program (the specifics of the technical rules of action with each of them), but also understand the technical characteristics of the equipment, be able to work in the main application programs, multimedia programs and the network 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 mastering the material by preschoolers;
excitation of a lively interest in the subject of knowledge;
expanding the general horizons of children;
increasing the level of use of visualization in the classroom;
increasing the productivity of the teacher.

There is no doubt that in modern education the computer does not solve all the problems, it remains just a multifunctional technical teaching aid. No less important are modern pedagogical technologies and innovations in the learning process, which allow not only to “invest” in each child a certain amount of knowledge, but, first of all, to create conditions for the manifestation of his cognitive activity. Information technologies, together 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.

The informatization of education opens up new opportunities for teachers to widely introduce new methodological developments into pedagogical practice aimed at intensifying and implementing innovative ideas of educational, educational and correctional processes. Recently, information and communication technologies (ICT) have been a good assistant to teachers in organizing educational and correctional work.

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

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

List of used literature

Management of innovative processes in preschool educational institutions. - M., Sphere, 2008.
Gorvits Yu., Pozdnyak L. Who should work with a computer in kindergarten. Preschool education, 1991, No. 5.
Kalinina T.V. DOE management. "New Information Technologies in Preschool Childhood". M, Sfera, 2008.
Ksenzova G.Yu. Perspective school technologies: teaching aid. - M.: Pedagogical Society of Russia, 2000.
Motorin V. "Educational possibilities of computer games". Preschool education, 2000, No. 11.
Novoselova S.L. The computer world of a preschooler. Moscow: New School, 1997.

Advice for educators.

Prepared by: Zakharova Yu.A.

Use of information and communication
technologies in the work of a teacher

The modern child lives in the world of electronic culture. Computers surround small children from birth: at home, in kindergartens, and at the doctor's. A powerful flow of new information, advertising, the use of computer technology on television and cinema, the distribution of game consoles, electronic toys have a great influence on the upbringing of a preschooler and his perception of the world around him. A 5-6-year-old kid already freely communicates with a personal computer. The nature of his favorite activity - the game - also changes significantly. Today's child assimilates only the information that interested him most of all, the closest, familiar to him, the one that evokes pleasant and comfortable feelings. Therefore, one of the means that has a unique opportunity to increase motivation and improve the education of a modern preschooler, develop his creative abilities and create a positive emotional background for educational activities is a computer. Pedagogical discussions about the introduction of ICT in the educational process have been going on for a long time. But in the modern world it is difficult to stand still, therefore, whether we like it or not, ICT is firmly included in the educational process of preschool institutions.
The computer has become a necessary and important attribute not only of the life of adults, but also a means of teaching children. Computer technology is a special direction in working with a child, which can help his development. At present, it is not yet sufficiently developed in our country. If the school is actively moving forward, introducing more and more new technologies and methods of using computers, almost every school has computer classes and interactive whiteboards, then in preschool institutions this work is just beginning and, as a rule, at the level of the teacher's personal interest. I am a supporter of the use of ICT in the preparation and conduct of direct educational activities, because I believe that a teacher, in order to communicate with a child in the same language, must be armed with modern methods and new educational technologies. Even hyperactive children, whose attention is quite difficult to keep for a long time, receive with great interest the information presented on the big screen, and even accompanied by various games and music. The penetration of modern technologies into educational practice opens up new opportunities.

The goals of using information technologies in the direct educational activities of a teacher:

· make education modern (in terms of the use of technical means);

· bring educational activities closer to the worldview of a modern child, as he looks and listens more than reads and speaks; prefers to use information obtained with the help of technical means;

· establish a relationship of mutual understanding, mutual assistance between the teacher and the pupil;

· to help the teacher in the opportunity to emotionally and figuratively present the material.

· save time for both the teacher and the child, increase the density of educational activities, enrich it with new content.

· The use of ICT allows you to reproduce information simultaneously in the form of:

text

· graphic image;

· sound;

speech;

· video.

All this allows the teacher to create fundamentally new means of child development for children.

Practice has shown that when using ICT, children's interest in classes increases significantly, the level of cognitive abilities increases. The presentation helps to combine a huge amount of demonstration material, freeing from a large amount of paper visual aids, tables, reproductions, art albums, audio and video equipment. Thus, I concluded that for the education of children, a computer can serve as a “raw material”, on the basis of which I can form my own teaching aids, make my presentations, slide films, carry out my educational projects, thereby creating numerous options for working that will help diversify and improve educational activities.

From the abundance of programs, theories, technologies and methods, I selected those that could help me create an integrated system of work, taking into account my individual qualities and the characteristics of the children entrusted to me.
Here are some options for using ICT in the educational process.

Use of ICT in working with children:

· Multimedia equipment (creation and demonstration of presentations, slide films, video clips, elements and techniques of a graphic image)

Direct educational activity with multimedia support - the teacher uses the computer as an "electronic board". It uses ready-made electronic slides, video or multimedia presentations. The use of multimedia presentations is advisable at any stage of educational activities. The teacher can use subject collections (illustrations, photographs, reproductions of paintings by the studied artists, video tours, video clips, interactive models, projecting them on a large screen). Using the capabilities of the PowerPoint program, I developed presentations of some topics. This program allows you to fully collect all the necessary materials for classes, and then demonstrate them in the desired sequence on the screen. Multimedia presentations make it possible to present educational and developmental material as a system of vivid reference images filled with comprehensive structured information in an algorithmic manner. In this case, various channels of perception are involved, which makes it possible to store information not only in factographic, but also in associative form in the memory of children. Another aspect should also be touched upon. However GCD is designed, much depends on how the teacher prepares for it. It is necessary to think over the change of rhythm, diversify the forms of activity, think about how to withstand a pause if necessary, how to provide a positive emotional background.

After the theoretical part, the practical work of the children follows. In this part of the activity, options using ICT are also possible. For example, a teacher draws on a blackboard, partially blocking himself, the whole process of depiction and explanation, which negatively affects the quality of the presentation of the material, many questions arise. Also, when the teacher turns to the blackboard, he involuntarily loses contact with the children. I conclude that this method is not effective, a low result is obtained. When using computer technology, it is possible to visually and consistently show image techniques on a large screen. Visible and understandable to all.

In addition, several images can be compared on the screen at the same time, to identify their advantages and disadvantages.

· Interactive board (individual work of children, games, programs of creative workshops)

Direct educational activity using an interactive whiteboard allows you to turn the educational process into an exciting game. Children themselves become its participants. In this variant, there may be cases when students work simultaneously with the teacher, and at a certain stage they switch to individual work on the board according to the instructions of the teacher. The presentation of information on the screen in a playful way arouses great interest in children, and movements, sound, animation attract attention for a long time. The use of such programs increases the creativity of the child; 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 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. Such games help diversify joint activities, make it more emotionally rich. For example, children are given a task: to depict an animal using geometric shapes using an interactive whiteboard. The children model the figures of animals, both realistic and from the fantasy world, thereby reinforcing knowledge about geometric shapes. Such classes are rare, but with what admiration they are perceived by the guys. And the teacher saves a lot of time, effort that would be spent on preparing handouts, tedious cutting out figures from cardboard.

· Internet resources (a selection of visual and demonstration material for the lesson, music, games, etc., lessons in the form of a virtual tour with access to the worldwide network).

Modern education is difficult to imagine without the resources of the Internet. Internet search engines provide teachers with the opportunity to find almost any material on development and learning and any photographs and illustrations for classes.

Also, with the help of the Internet, I select a musical composition corresponding to the topic of educational activities. It can be classical or modern works, songs from children's cartoons. With the help of video editing software, it's easy to create your own clip with slides changing to the music, matched to a specific topic.

Direct educational activity with access to the World Wide Web (they can be both with multimedia and computer support). If the office is connected to the Internet, you can offer to conduct a lesson in the form of a virtual tour, for example, to museums around the world.

Of course, I observe elementary sanitary standards regarding the time of work of preschool children at the computer. According to the requirements of SanPiN, direct educational activity using a computer involves 10 minutes for children 5 years old, 15 minutes for children 6-7 years old. When working, children are placed at a distance no closer than 2-3 m and no further than 5-5.5 m from the screen. Educational activities using a computer for children aged 5-7 years should be carried out no more than once a day and no more than three times a week. In addition, while preparing multimedia presentations, I use the recommendations of psychologists on the effect of color on the cognitive activity of children, on the combination of colors and their number. At the end of the class, I do gymnastics for the eyes.

The use of ICT in methodological work:

· Development, systematization and collection of methodological developments and documentation (long-term plans, notes, games, music selection, etc.)

· Diagnostics of the creative development of children (diagrams, graphs, tables)

· Internet resources (e-mail, search engines, electronic conferences)

· Exchange of experience, didactic materials and manuals with leading experts in the field of education around the world

It's no secret that recently, in addition to developments in direct educational activities, calendar and thematic plans, a large amount of paper reporting is required from the educator. To do this, in the operating system, you can create subject folders with the development of classes, which can be divided into topics. They allow you to save and quickly find a file with documents. With the help of organizer programs, you can keep an individual diary of a child, record various data about him, test results, build graphs, and generally track the dynamics of a child's development. This can be done manually, but the time costs are not comparable. An important aspect of using a computer is maintaining a database of books. Today, a very large number of books on the upbringing and development of children have appeared, many books reflect integrated approaches to education, others reflect the development of a certain quality, differentiating age categories, etc. It is difficult to navigate the literature without a database. E-mail, search engines, electronic conferences are also becoming an integral part of modern education. On the Internet, you can find information on the problems of learning and development, about innovative kindergartens, foreign early development institutes, and establish contacts with leading experts in the field of education.

Use of ICT in work with teachers:

· Multimedia equipment (creation and demonstration of presentations for consultations and seminars for teachers)

Forms of work with parents:

· Creation of a page with photo lessons on the website of the institution;

· Communication with parents online through the institution's website;

· Internet resources (posting on the website of the institution and on the pedagogical websites of their notes, consultations, work experience, maintaining their own blog)

· Demonstration of presentations of the organization of work with children;

· Creating your own blog on the Internet;

· Organization of final exhibitions using slide shows of children's works

And these are just some of the opportunities you can take advantage of. It is hard to imagine how much more interesting things you can learn by starting to use ICT in your work.

An educator who creates or uses information technology is forced to pay great attention to the logic of the presentation of the material, which has a positive effect on the level of knowledge of pupils.

In conclusion, I want to note that the use of ICT leads to a number of positive effects:

1. Enriches the lesson with emotional coloring

2. Psychologically facilitates the process of assimilation

3. Excites a keen interest in the subject of knowledge

4. Expands the general outlook

5. Increasing use of visual aids in the classroom

6. Frees you from routine manual work;

7. Increases the productivity of the teacher and the child.

USE OF INFORMATION AND COMMUNICATION
TECHNOLOGIES IN THE WORK OF A TEACHER IN ADDITIONAL EDUCATION

One of the favorite activities of children is the fine arts. But this requires not only artistic abilities and knowledge of fine literacy. You also need a large supply of visual images and impressions, creative imagination. The child often has a desire to convey his impressions in the drawings. He picks up a pencil and begins to draw... But there comes a moment when the young artist discards the drawing he has begun and stops creating. It is necessary to help him.
This is where modern technology comes to the rescue. The teacher and the child plunge into the world of art and technology together.

Relevance:

The computer has become a necessary and important attribute not only of the life of adults, but also a means of teaching children.

Computer technology is a special direction in working with a child, which can help his development. Now Nasono is not yet sufficiently developed. If the school is actively moving forward, introducing more and more new technologies and methods of using computers, almost every school has computer classes and interactive whiteboards, then in preschool institutions this work is just beginning and, as a rule, at the level of personal interest of the teacher.

I am a supporter of the use of ICT in the preparation and conduct of direct educational activities on fine arts, because I believe that a teacher, in order to communicate with a child in the same language, must be armed with modern methods and new educational technologies. Even hyperactive children, whose attention is quite difficult to keep for a long time, receive with great interest the information presented on the big screen, and even accompanied by various games and music. The penetration of modern technologies into educational practice opens up new opportunities.

The goals of using information technologies in the direct educational activities of a teacher of additional education:

· make education modern (in terms of the use of technical means);

· bring educational activities closer to the worldview of a modern child, as he looks and listens more than reads and speaks; prefers to use information obtained with the help of technical means;

· establish a relationship of mutual understanding, mutual assistance between the teacher and the pupil;

· to help the teacher in the opportunity to emotionally and figuratively present the material.

· save time for both the teacher and the child, increase the density of educational activities, enrich it with new content.

Novelty:

The use of ICT allows you to reproduce information simultaneously in the form of:

· text;

· graphic image;

· sound;

· speech;

· video.

All this allows the teacher of additional education to create fundamentally new means of child development for children.

Practice has shown that when using ICT, children's interest in classes increases significantly, the level of cognitive abilities increases. The presentation helps to combine a huge amount of demonstration material, freeing from a large amount of paper visual aids, tables, reproductions, art albums, missing items from the natural fund, audio and video equipment. Thus, I concluded that for art education, a computer can serve as a “raw material”, on the basis of which I can form my own teaching aids, make my presentations, slide films, carry out my educational projects, thereby creating numerous options for work that will help diversify and improve educational activities.

Forms of work:

· Multimedia equipment (creation and demonstration of presentations, slide films, video clips, elements and techniques of a graphic image)

Direct educational activity with multimedia support - the teacher uses the computer as an "electronic board". It uses ready-made electronic slides, video or multimedia presentations. The use of multimedia presentations is advisable at any stage of educational activities. The teacher can use subject collections (illustrations, photographs, portraits, reproductions of paintings by artists studied, video tours, video clips, interactive models, projecting them on a large screen. Using the capabilities of the PowerPoint program, I developed presentations of some topics. This program allows you to fully collect all the necessary materials for the lesson, and then demonstrate them in the desired sequence on the screen.I widely use such presentations in direct educational activities to get acquainted with the genres of fine art, while getting acquainted with the life of artists and their creative heritage, as well as for a more detailed acquaintance with the topic or other natural phenomenon, animals, etc. Multimedia presentations allow presenting 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 allows you to put information not only in a factographic, but also in an associative form in the memory of children. Another aspect should also be touched upon. However GCD is designed, much depends on how the teacher prepares for it. It is necessary to think over the change of rhythm, diversify the forms of activity, think about how to withstand a pause if necessary, how to provide a positive emotional background.

The theoretical part is followed by the practical work of the children. In this part of the activity, options using ICT are also possible. For example, a teacher draws on a blackboard, partially blocking himself, the whole process of depiction and explanation, which negatively affects the quality of the presentation of the material, many questions arise. When working with paints, a sheet of paper is attached to the board, with the help of paints and a brush I show drawing techniques. This is also inconvenient, because the paint can flow from a vertical surface. Also, when the teacher turns to the blackboard, he involuntarily loses contact with the children. I conclude that this method is not effective, a low result is obtained. When using computer technology, it is possible to visually and consistently show image techniques on a large screen. Visible and understandable to all. Pupils at the same time receive skills in drawing techniques, confidently repeat the lines, bring their imagination.

In addition, on the screen, you can compare several sketches at the same time, identify their advantages and disadvantages.

· Interactive board (individual work of children, games, programs of creative workshops)

Direct educational activity using an interactive whiteboard allows you to turn the educational process into an exciting game. Children themselves become participants in it. In this case, there may be cases when students simultaneously work with a teacher, and at a certain stage they move on to individual work on the board according to the instructions of the teacher. The presentation of information on the screen in a playful way arouses great interest in children, and movements, sound, animation attract attention for a long time. The use of such programs increases the creativity of the child; the ability to operate with symbols on the monitor screen, contributes to the optimization of the transition from visual-figurative to abstract thinking; the use of creative 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. Such games help diversify joint activities, make it more emotionally rich. For example, after getting acquainted with the topic “The Animal Genre in the Art of Russian Artists”, students receive the task: to depict an animal using geometric shapes using an interactive whiteboard. The children model figures of animals, both realistic and from a fantasy world, creating characters of different plasticity, character and mood. Such classes are rare, but with what admiration they are perceived by the guys. And the teacher saves a lot of time, effort that would be spent on preparing handouts, tedious cutting out figures from cardboard.

Also, with the help of the Internet, I select a musical composition that corresponds to the topic of educational activities. These can be classical or modern works, songs from children's cartoons. With the help of video editing software, it's easy to create your own clip with slides changing to the music, matched to a specific topic. In my opinion, musical images bring harmony into the artistic education of children.

Direct educational activity with access to the World Wide Web (they can be both with multimedia and computer support). If the classroom is connected to the Internet, you can offer to conduct a lesson in the form of a virtual tour, for example, to museums around the world.

Of course, I observe elementary sanitary standards regarding the time of work of preschoolers at the computer. According to the requirements of SanPiN, direct educational activity using a computer assumes for children 5 years old - 10 minutes, for children 6-7 years old - 15 minutes. When working, children are placed at a distance no closer than 2-3 m and no further than 5-5.5 m from the screen . Educational activities using a computer for children aged 5-7 years should be carried out no more than once a day and no more than three times a week. In the classes on fine arts, I use ICT for no more than 7-10 minutes, with a mandatory change of activity and a physical minute. In addition, while preparing multimedia presentations, I use the recommendations of psychologists on the effect of color on the cognitive activity of children, on the combination of colors and their number. At the end of the class, I do eye exercises.

Today I want to bring to your attention some forms of using ICT in direct educational activities for the development of artistic creativity on the topic “Stairway to Heaven. Rainbow" in preschoolers.

The use of ICT in methodological work:

· Development, systematization and collection of methodological developments and documentation (long-term plans, notes, games, music selection, etc.)

· Diagnostics of the creative development of children (diagrams, graphs, tables)

· Internet resources (e-mail, search engines, electronic conferences)

· Exchange of experience, didactic materials and manuals with leading experts in the field of education around the world

It's no secret that recently, in addition to developments in direct educational activities, calendar and thematic plans, a large amount of paper reporting is required from the teacher. To do this, you can create subject folders in the operating system with the development of classes, which can be divided into topics. They allow you to save and quickly find a file with documents. With the help of organizer programs, you can keep an individual diary of a child, record various data about him, test results, build graphs, and generally track the dynamics of a child's development. This can be done manually, but the time costs are not comparable. An important aspect of using a computer is maintaining a database of books. Today, a very large number of books on the upbringing and development of children have appeared, many books reflect integrated approaches to education, others reflect the development of a certain quality, differentiating age categories, etc. It is difficult to navigate the literature without a database. E-mail, search engines, electronic conferences are also becoming an integral part of modern education. On the Internet, you can find information on the problems of learning and development, about innovative kindergartens, foreign early development institutions, and establish contacts with leading experts in the field of education.

Use of ICT in work with teachers:

· Multimedia equipment (creation and demonstration of presentations for consultations and seminars for teachers)

Forms of work with parents:

· Creation of a page with a photo lesson on the institution's website;

· Online communication with parents through the website of the institution;

· Internet resources (posting on the website of the institution and on the pedagogical websites of their notes, consultations, work experience, maintaining their own blog)

· Demonstration of presentations of the organization of work with children;

· Creating your own blog on the Internet;

· Organization of final exhibitions using slide shows of children's works

And these are just some of the opportunities you can take advantage of. It’s hard to imagine how much more interesting things you can learn by starting to use ICT in your work.

Efficiency:

A teacher who creates or uses information technology is forced to pay great attention to the logic of the presentation of the material, which has a positive effect on the level of knowledge of students.

The use of information technology in a preschool educational institution makes it possible to overcome the intellectual passivity of children, makes it possible to increase the effectiveness of the educational activities of a preschool teacher. To find out how effective the use of ICT in my classes was, I conducted the following experiment: in one group I gave information in the old way - showed clippings with photographs or reproductions (it took a lot of time and effort to find them), and in the other - the guys watched the presentation of the topic on a large screen. The children from the first group needed more time to look at the reproductions one by one, and in the allotted time they managed to look through only a small part of the material. In addition, small, sometimes not very good quality photographs did not evoke strong emotions. Children from the second group, thanks to the large format, plunge into the world of that event, that era, about which the artist narrates. Such views with the comments of the teacher make an indelible impression on the children, which gives a huge impetus to creativity. Children from the second group were more active in expressing their opinions on this topic, got involved in work faster, showed more enthusiasm in their work, it was clear that they better learned the information given to them.

The results of diagnostics testify to the effectiveness of the use of ICT in direct educational activities:

I showed two subgroups of children reproductions of paintings by I. I. Levitan. In the first subgroup, she showed pictures printed in a periodical, and in the second subgroup, the same materials, but on multimedia equipment. At the next lesson, I suggested remembering the names of the pictures that we looked at in the last lesson, and what was depicted on them. In the first subgroup, only 4 out of 10 people were able to remember the material they had studied, while in the second group, almost all children answered these questions.

Padvantages of using ICT in the work of a teacher:

Thanks to the use of computer technology, there is an accumulation of already thought out, structured, filled with visual material and text presentations that can be used for more than one year and, if necessary, easily make adjustments. Also, thanks to the abundance of Internet forums for teachers, there is an exchange of experience, it becomes possible to widely use the experience of their colleagues from other cities and even countries.

Modern technologies save time

In the preparation and conduct of direct educational activities

When preparing documentation (plans, diagnostics)

Conclusion

Thus, in the field of teaching visual literacy, the use of ICT opens up new didactic opportunities related to the visualization of the material, its “revival”, the ability to visualize those phenomena and processes that cannot be demonstrated in other ways. Both the quality of visualization itself and its content content increase. In particular, excellent opportunities are created by the systematization and structuring of educational material.

It becomes possible to concentrate large volumes of demonstration material from different sources, presented in different forms, optimally selected and arranged by the teacher, depending on the needs of the children and the characteristics of the program.

In conclusion, I want to note that the use of ICT leads to a number of positive effects:

1. 6. Frees you from routine manual 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 because science and technology do not stand still. And the educator can and should use new technologies at work in all areas of its activity, always be aware of pedagogical novelties.

Active attraction teachers of preschool educational institutions the possibilities of modern information and communication technologies allow using multimedia, in the most accessible, attractive and playful way, to achieve a new quality of children's knowledge, parents' awareness, professional skills teacher. The novelty of innovative experience lies in the fact that the direction of use ICT is just 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. teacher.

Realizing the goal of improving the quality of educational educational process through the use of ICT, teacher resolves the following tasks:

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

2. Introduction of ICT in joint activities teacher and children.

3. Use of ICT at work with parents to improve competence in the upbringing of children.

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

The Internet also provides an opportunity to improve pedagogical mastery through participation in webinars, Internet conferences, social network 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 quickly make changes, additions, facilitates storage and access to information. These are 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 there is no personal computer in the place of the educator, which would greatly facilitate the work of each of us.

Innovative activities for use information technology has had a positive impact on the level of ICT competence, which results in the creation of their own mini-sites in "Social network preschool education workers» , on the portal "About childhood", on the «MAAAM.ru».

Very positive effect on the increase early childhood education use ICT as a means to improve the development of the studied material preschoolers. It is important for the educator to remember that every child is a personality and his abilities develop in the activity in which he is engaged in of his own free will and with interest. Therefore, it is necessary to choose such technologies that would make it possible to implement this. It is information and communication technologies that are such a means, as 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, didactic, handouts for children, card files of games, observations, walks, plot pictures for compiling stories for speech development, ready-made coloring pages (according to exemplary, 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 the children really like the use of media technology in educational activities, but it is imperative to comply with the requirements of SanPiN when it use. Reasonable use in 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 "load" the child into the subject of study, create the illusion of co-presence, empathy with the object being studied, 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.

An integral part The job of an educator is to work with parents. Usage ICT significantly reduces the time for preparing and conducting parenting assemblies, helps to arrange parents for easy communication. Parents are given the opportunity to personally observe the development of children in preschool. This form work has become a worthy alternative to oral presentations, 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 DOW or the group. Use of ICT at work with parents gives big Benefits:

E-mail to exchange opinions without wasting time;

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

Increasing flows of information;

Individual approach to the presentation of information;

The presence of the site 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 it to 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 assimilation of 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 individual child, increased interest in events in the kindergarten.

Related publications:

Formation of a positive image of a preschool educational institution Dear colleagues. Your attention is invited to the results of the work of the educator MADOU No. 3 Sapunova Natalia Vladimirovna. Topic: “Formation.

Changes in the work of a preschool teacher with the introduction of the federal state educational standard Today, preschool institutions are entering a period of profound qualitative changes. In 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 underdevelopment of speech"Interaction of specialists of a preschool educational institution in working with children with general underdevelopment of speech" 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 thing is to create conditions for independent knowledge and development of children. The content of pedagogical interaction:.

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