Informatization of preschool education. Informatization of preschool education in Russia

Problems and prospects of informatization

modern preschool

In all areas of activity of preschool institutions, the use of information and communication technologies (ICT) has become relevant. These technologies have made significant changes in the work of preschool institutions, which allows the teacher to be an active participant in the educational process. Various Internet resources such as: Federal Portal "Russian Education", Catalog of educational resources on the Internet for schools and kindergartens, Single window of access to educational resources etc., are now urgently needed to improve the psychological and pedagogical knowledge and qualifications of teachers of preschool education. It's no secret that now in preschool institutions there is a large percentage of educators who do not have the skills to work not only on the Internet, but also on a computer. This mainly disrupts the process of adaptation to the new informatization reforms of a modern preschool institution and the introduction of new educational programs and technologies.

There is another important problem - the unwillingness or inability of teachers to work on the introduction of ICT in the educational process in work with children of preschool age.

At present, there is another difficulty associated with the technical equipment of preschool institutions - insufficient material support, which does not fully enable the purchase of computers and other multimedia tools, and hence the provision of access to educational institutions located in geographically difficult to access, places to information resources.

Therefore, one of the main conditions for the introduction of ICT in the educational process of a preschool institution is, first of all, that teachers should work with children who know the technical capabilities of a computer, multimedia equipment, as well as have working skills, clearly comply with sanitary standards and rules for using them in educational institutions.

Possession of information and communication technologies helps the teacher to feel comfortable in the new socio-economic conditions, and the educational institution to switch to the mode of functioning and development as an open educational system. The informatization of preschool education opens up new opportunities for teachers to widely introduce new methodological developments into pedagogical practice aimed at implementing innovative ideas of the educational process.

At present, computer technologies have been actively used in the educational process. A lot of simple and complex computer programs are being created for children of older and younger preschool age, aimed at the development of cognitive and research processes, which in turn gives the teacher the opportunity to implement various creative projects. Depending on the age of the child and the programs used, the computer can act as an opponent in the game, be a storyteller, tutor, examiner. There are various computer tools aimed at developing various mental functions of children, such as visual and auditory perception, attention, memory, verbal and logical thinking, etc., which can be successfully used in teaching preschool children. One of these technical means is an interactive whiteboard, the use of which makes the education of young children more attractive and interesting. Interactive and multimedia tools are designed to inspire and encourage children to strive to acquire new knowledge.

In our group, our kindergarten, we successfully use multimedia technologies in classes with children. Using a projector and a computer, we study the basics of mathematical knowledge, listen to the sounds of music, nature, model, learn the beauty of painting, etc. Game components included in multimedia programs activate the cognitive activity of students and enhance the assimilation of the material.

It is a pity that not all kindergartens have such an opportunity, and I would like to hope that in the wake of this reform, preschool institutions, like schools, will be computerized and interactive teaching aids, such as interactive whiteboards, computers, will become excellent helpers in diagnosing children: development of attention, memory, thinking, speech, personality, learning skills.

Introduction to the information culture is not only the mastery of computer literacy, but also the acquisition of ethical, aesthetic and intellectual culture. The fact that children can master with enviable ease how to work with various electronic, computer innovations is beyond doubt; at the same time, it is important that they do not become dependent on the computer, but appreciate and strive for lively, emotional human communication.

The use of ICT in the classroom makes it possible to move from an explanatory-illustrated way of teaching to an active one, in which the child becomes an active subject, and not a passive object of pedagogical influence. This contributes to the conscious assimilation of knowledge. ICT also makes it possible to simulate various situations; control and draw conclusions. Evaluation of the results of the child's activity can be carried out even with the help of cartoon images, but at the same time a negative assessment is excluded in order to create a situation of success and form a positive attitude in children.

It is worth noting that the informatization of a modern preschool institution, in a special way, brings work with parents to a new level of communication. Organizing an electronic journal in each group: for example: “How we spent the day” makes it possible for each parent, by entering the group page, to find out what his child was doing, as well as additional information about the life of the group is posted, pedagogical recommendations are posted to parents. A good experience for us is the interaction with parents through the Question-Answer dialogue on the kindergarten website page. There, urgent issues are discussed with parents: the upbringing and development of children, the successes of teachers and gratitude from parents, as well as congratulations and wishes are noted.

Summing up, we can say that informatization and further development of a preschool institution is a long and painstaking process.

The transition from one state to another, of a higher level, requires special conditions and knowledge from teachers in order to fulfill the set information and pedagogical tasks.

The informatization reform of a modern preschool institution, we believe, should be carried out under the motto "Do No Harm"!

Kuzub Irina Nikolaevna,

Art. teacher

Department of Psychological and Pedagogical Education

Moscow State University named after M.A. Sholokhov

Informatization of preschool education:

improving the communicative competencies of preschool teachers

The current state of preschool education is characterized by the fact that one of the most significant areas in its reform and modernization is the replacement of the traditional values of teaching a child with the values of personality development. Unlike education at other age stages of development, preschool education is viewed as a system in which the central place is occupied not by content and forms, but by the process of interaction between the teacher and children (E. G. Yudina). The educator acts for the child not so much as a bearer of some personal experience, but as an exponent of the universal human principle, an authorized representative of culture. (L.S. Vygotsky)

But at the same time, the preschool teacher is a key figure in the implementation of the tasks of the comprehensive development of the child in the first seven years of life. The basis of his professional characteristics includes the ability to functional adaptation in various areas of pedagogical activity, the willingness to independently design and implement educational routes for the development of the child, the ability to work according to new programs.

The process of informatization in preschool education institutions is due to the requirement of a modern developing society, which needs its members to be ready for work ten times more productive and creative, which is ensured by the knowledge-intensiveness of all information means - from personal computers to global Internet connections. In accordance with the Concept for the introduction of new information technologies in preschool education, the computer should become the core of the developing subject environment in kindergarten. It is considered not as a separate educational gaming device, but as an all-pervasive universal information system that can connect with various areas of the educational process, enrich them and radically change the developing environment of the kindergarten as a whole, ensure the interaction of the preschool educational institution with the family at the modern level. Domestic and foreign studies on the use of a computer in kindergartens convincingly prove not only the possibility and expediency of this, but also the special role of a computer in the development of the intellect and the personality of the child in general (S. Novoselova, G. Petcu, I. Pashelite, S. Peypert, B Hunter and others).

Research scientists show that a very small number of preschools use computers to work with children. Moreover, such work is unsystematic, the selection of the content of the programs is carried out by teachers at their own discretion, and the conditions do not always meet the psychological, pedagogical and sanitary and hygienic requirements for conducting classes using computers for children 5-6 years old.

One of the leading reasons influencing the introduction of computer technologies into the work system of the preschool educational institution is the computer illiteracy of the pedagogical staff of the preschool educational institution. Almost the absolute majority of educators do not own a computer and, in this regard, do not represent the possibilities of its use.

In the conditions of transition to the information society, new requirements are imposed on all specialists, especially on specialists in the field of education, since the educational level of society as a whole depends on them. The search for approaches, conditions and methods of preparing a person for life in the information society is an urgent task of modern pedagogical science. This makes it necessary to constantly develop and improve the training of each specialist in the field of education, including preschool education. At the same time, the issues of professional training of teachers in modern studies are covered and disclosed quite fully, and the professional training of teachers of preschool education in the field of information and pedagogical competence is not considered enough.

In practice, information technology in education is understood as the use of a variety of modern technical means of storing, searching, reproducing and transmitting information to organize the educational process, directly for learning or for self-education. This can also include audiovisual technologies, but mainly computer ones, because. a modern computer actually contains all the audiovisual possibilities. Therefore, the terms "information technologies" (IT), "new information technologies" (NIT), "information and computer technologies", "information and communication technologies" are often used as synonyms.

S.G. Vershlovsky notes that information technologies in the educational process contribute to:

More complete disclosure of the intellectual abilities of the individual;
individualization of the learning process;

Diagnostics and self-diagnosis of professional qualities based on the use of testing programs;

Wide access to reference, bibliographic, archival and other materials;

The use of virtual social and professional space in the learning process;

Conceptual monitoring of professional status using local and global networks, including the Internet;

Communication in a professional environment at the micro and macro levels, including teleconferences and publications in networks.

New information and communication tools change the principles of organization and functioning of education: they significantly facilitate the transfer of the center of gravity from lecture forms to independent meaningful educational activities of students, from pedagogical support for students' independent work to self-education. These processes in the professional education of adults are proceeding at a rapid pace, provided that adults have basic computer literacy and access to computer and telecommunications facilities (S.G. Vershlovsky).

Social transformations associated with the transition to the information society actualize the problem of the formation of a new paradigm of education, characterized by a redistribution of emphasis from educational activities to self-educational ones. "The individual-personal process of converting information into knowledge (self-education) is becoming the leading activity in the information age."

The solution to the problem of training specialists of a new quality, who not only mastered all the achievements of modern science and culture, but are also capable of further continuous self-education and research activities, which are based in a broad sense on the methods of obtaining, assimilating, processing and transmitting a variety of information, is possible only on the basis of new methods of education. Their creation and dissemination in the system of improving the communicative competencies of teachers will make it possible to fulfill an important condition for improving the quality of education - the formation of information and pedagogical competence of a teacher-practitioner.

Based on this, the problem of the formation of information and pedagogical competence of preschool teachers in the context of advanced training acquires special theoretical and practical significance.

However, recent research reveals a number of contradictions:

Between the rapid growth of knowledge in the modern world and handicapped their assimilation by teachers - practitioners;

The availability of a large amount of information in educational and scientific materials in electronic format and the lack of technologies that form the skills of working with information and the ability to present it in the retraining of preschool education specialists;

Between the modern requirements for the professionalism of preschool teachers, including information and pedagogical competence as one of the most important components of the professional competence of a teacher, on the one hand, and the lack of developed approaches to the targeted process of developing information and pedagogical competence, on the other;

Between the modern understanding of the research work of a preschool teacher as a theoretical and experimental development of a project for solving an actual psychological and pedagogical problem and its often spontaneous, unsystematic implementation in the practice of preschool education.

Thus, the organization of information support of the educational process does not contribute to the formation of information and pedagogical competence of teachers. Information computer technologies make it possible to modernize the organization, conduct, and information support of the educational process.

1. Vershlovsky S.G. Continuous education as an object of research /S.G. Vershlovsky // Andragogy: materials for the glossary. - St. Petersburg, 2005.
2. Kopytina M.G., Korchalovskaya N.V. The development of pedagogical creativity in the system of advanced training by means of ICT - a condition for the quality of preschool education /Internet
3. Kutuzova I. Improving the qualifications of preschool teachers in the modern pedagogical space // Preschool education. No. 9 - 2005.

4. Matyushkina M.D. Information technologies in adult education /M.D. Matyushkina // Andragogy: materials for the glossary. - St. Petersburg, 2005.
5. Pashkevich T.D. Changing the professional position of a preschool teacher educational institution in terms of advanced training: Ph.D. dis... cand. ped. Sciences. Barnaul. -2002.
6. Tkachuk T.A. Formation of information and pedagogical competence of future teachers of preschool education in the process of organizing research work: author. dis... cand. ped. Sciences: Petrozavodsk, 2007.

7. Shuklina V.A. Towards a new paradigm of education in the 21st century: from education to self-education // Education and society. No. 3. - 2004.

Labutina Elena Vladimirovna,

Art. teacher

Department of Pedagogy and Psychology

Faculty of Education

Moscow State University named after M.A. Sholokhov

To the question of the development of creativity in the course of organized educational activities in kindergarten

Modern preschool educational institutions are institutions that can not only ensure the child's stay outside the home with maximum safety and comfort, but also organize his education before the start of systematic teaching at school. Highly qualified and enthusiastic educators in the process of classes expand the horizons of the child, teach them to correctly perceive the world around them of objects, people, human relations, develop memory, thinking, imagination and form the behavioral skills necessary for future educational activities.

Organizing the educational activities of a preschooler is not an easy task, because. it is necessary not only to take into account age characteristics, but to know the interests of each child. Children of all ages love to play, but preschoolers live by playing, so it is most effective to conduct classes in a playful way or incorporating elements of the game into the structure of the lesson. However, the exercises that are offered to children are not always of a creative, exploratory nature, where the child is required not only to find and demonstrate the correct solution, but to outline a different way of working, a different solution to the proposed problem. And, meanwhile, it is precisely such tasks, which involve many options for work and several possible correct answers, that help maintain the child's interest in a new intellectual activity that is difficult for him.

A modern educator should pay special attention to the development of creative abilities (creativity) of preschoolers. The concept of "creativity" is used to denote the creative abilities of an individual, characterized by a willingness to create fundamentally new ideas that deviate from traditional or accepted patterns of thinking and are included in the structure of giftedness as an independent factor. It originates from two English words: "create" - to create and "creative" - creative, creative.

Most often, when talking about the creativity of a person, they mean his ingenuity, the ability to get out of hopeless situations, to achieve his goal in an unconventional way, using quite traditional everyday means in an unusual way.

Interest in the problem of creativity arose in the 60s of the last century in connection with the establishment of the fact that there was no connection between studies of the level of intelligence and the success of solving problematic problems. People with revealed high intelligence solved problems that require an unconventional approach worse than one might expect. At the same time, A. Maslow noted that the original creative orientation is characteristic of everyone and is lost by most people in the process of life, as a rule, under the influence of the environment.

In domestic practice, the essence of the concept of "creativity", the mechanisms of creative activity, thinking were considered by P.Ya. Galperin, D.B. Bogoyavlenskaya, Z.I. Kalmykova, G.S. Altshuller (P.Ya. Galperin, 1969; D.B. Bogoyavlenskaya, 1983, 2002; Z.I. Kalmykova, 1981; G.S. Altshuller, 1979); , K. Taylor, G. Grubber, I. Hine, A. B. Schneder, D. Rogers (E. Torrance; D. Gilford, 1967; K. Taylor, 2009).

A child’s creative search activity is impossible without the participation of thinking and imagination, moreover, a child can solve the same problem both with the help of imagination and with the help of thinking, depending on its nature, the characteristics of the situation, the amount of time, the level of knowledge and their organization.

Initially, for the development of imagination, purposeful activity is necessary, that is, setting a specific practical task for preschoolers, the solution of which is not obvious and requires fiction, fantasy. For the correct organization of this purposeful activity and the development of the imagination, it is necessary to remember that this is facilitated by: situations of incompleteness, encouragement of questions coming from the child, stimulation of independence and self-sufficiency, attentive attitude towards the child by adults. They impede the manifestation of fantasy and the development of the imagination: adult conformity, intolerant attitude towards manifestations of fantasy (not fantasy, but lies), rigid gender-role stereotypes that significantly narrow the role repertoire and the child’s ability to express themselves, the separation of play and learning, and the tendency of an adult to quickly change his point of view under the influence authoritative opinion.

I. Guilford (J.P. Guilford, 1967), along with the concept of "imagination", used the term "divergent thinking" (from Latin divergere - to diverge). It is understood that divergent thinking is the search for many solutions to the same problem. This way of thinking allows a person to express his individuality, to come up with a different way out from the one already proposed. Creative thinking is stimulated by questions from an adult addressed to a child in a problem situation: “How else can you solve the problem?”, “In what other way is it possible to do this?”, “How else could this story end?” etc.

Divergent thinking is combined with convergent thinking, which involves the exact use of a previously learned way of solving a problem or action (from Latin convergere to converge). Such an intellectual approach prevails in the domestic educational system, which is justified, because. the child must be taught to act systematically, follow the algorithms, and subsequently independently plan their activities and follow this plan, however, only creative thinking generates interest and brings intellectual pleasure to a person.

Many people at one time or another in their lives have experienced a feeling of joy, satisfaction, success, their own mastery, happiness that a difficult but interesting task has been solved. This state is called "flow" (M. Csikszentmihalyi in his work "Flow: The Psychology of Optimal Experience").

Teachers and educators working with children at all stages of growing up should be guided by the formation of creative thinking, the creation of a “flow” state for the child in the learning process and achieve this every day with the means available to them.

List of used literature:

Bogoyavlenskaya D.B. Intellectual activity as a problem of creativity. - Rostov n / D: GU, 1983.

Bogoyavlenskaya D.B. Psychology of creative abilities. M.: Academy, 2002.

Vygotsky L. S. Imagination and creativity in childhood. - M.: Enlightenment, 1991

Galperin P.Ya. Teaching methods and mental development of the child. - M., 1985.

Kalmykova Z.I. Productive thinking as the basis of learning. - M .: Pedagogy, 1981.

Nikolaenko N. N. Psychology of creativity. Series: Modern textbook. - St. Petersburg: Speech - 2007.

Philosophical encyclopedic dictionary. - M.: Infra-M. - 1998.

Guilford J.P. The nature of human intelligence. McGraw-Hill, 1967.

Egan, Kieran Imagination in Teaching and Learning. Chicago: University of Chicago Press, 1992.

Sidyacheva Natalya Vladimirovna,

candidate of psychological sciences

Associate Professor of the Department

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Informatization of preschool education is a complex, multifaceted, resource-intensive process in which children, teachers, and the administration of the preschool educational institution participate.
Multimedia technologies have not yet found wide application in preschool education, although they also have advantages over traditional classes. In preschool educational institutions, multimedia and ICT technologies can be used in the form of computer programs, slide films, presentations. One of the recent innovations in preschool education is the use of computers in circle work (additional education in preschool). An example is the circle "Young Informatician", operating in the MDOU d / s "Luchik" in Balashov since 2011.

Informatization of preschool education opens up new opportunities for teachers to widely introduce new methodological developments into pedagogical practice. The use of information and communication technologies in kindergarten makes it possible to modernize the educational process, increase efficiency, motivate children for search activities, and differentiate learning taking into account the individual characteristics of children.

Information and communication technologies (ICT) today have tremendous opportunities for their use in the educational process. The use of ICT is possible in various types of directly educational activities, regardless of the topic, form of conduct and their content, as well as in different age groups. With the help of information technology, a teacher can show children the process in dynamics, virtually visit a certain area. Such work activates the children for activity, helps the educator to give the closest idea about the topic being studied.
In the process of organizing GCD for preschoolers on computers, their memory and attention improve, as the computer transmits information in an attractive form for children, which not only speeds up memorization of the content, but also makes it meaningful and long-term.
It should be noted that the use of new information technologies in kindergarten does not provide for teaching children the basics of informatics and computer technology, but the transformation of the subject-developing environment of the child. Using the gaming capabilities of a computer in combination with didactic capabilities (visual presentation of information, providing feedback between the curriculum and the child, ample opportunities to encourage the right actions, individual work style) allows for a smoother transition to educational activities.
Meanwhile, in the implementation of ICT in the educational process of preschool educational institutions, a number of problems arise, the solution of which is the subject of research.
When introducing ICT as a "toy", the following questions arise: how long a child spends at the computer, the impact of the game on the state of mental and physical health, artificial "autism" and the rejection of communicative relationships, the emergence of early computer addiction.
When introducing computer technologies for teaching in kindergartens, economic difficulties arise: there are not enough funds for the technical equipment of the premises, the creation of a local network within the institution, the provision of the necessary technical support, the acquisition of licensed software and application software.
Educators who study the use of computer environments to mathematical development(G.A. Repina, L.A. Paramonova) express the opinion that the use of computer environments in preschool educational institutions is a factor in maintaining the mental health of children due to the possibility of solving the following tasks: the development of psychophysiological functions that ensure readiness for learning (fine motor skills, optical-spatial orientation, hand-eye coordination); enrichment of horizons; assistance in mastering a social role; formation of educational motivation, development of personal components of cognitive activity (cognitive activity, independence, arbitrariness); formation of age-appropriate general intellectual skills (classification); organization of a favorable subject and social environment for development .
Thus, with the proper use of technical means, with the correct organization of the educational process, computer programs for preschoolers can be widely used in practice without risk to children's health.
Thus, information and communication technologies are firmly included in all spheres of human life. Accordingly, the system of preschool education makes new demands on educational work, the introduction of new approaches that should contribute not to replacing traditional methods, but to expanding their capabilities.

FEDERAL AGENCY FOR EDUCATION

Federal State Educational Institution

higher professional education

Krasnoyarsk State University named after V.P. Astafiev " faculty

COURSE WORK ON ICT

TOPIC: INFORMATIZATION OF DOW

KRASNOYARSK 2011

INTRODUCTION

Relevance. Currently, an active process of informatization of preschool educational institutions is underway, as our society is rapidly developing in the direction of the transition to an information society, in which information resources play a key role. An effective mechanism for improving the quality of education, upbringing, and management of a preschool educational institution is the introduction of modern information educational technologies, including the use of the latest electronic educational resources.

Informatization of preschool educational institutions is the process of providing preschool educational institutions with methodology and practice for the development and optimal use of modern ICT tools focused on the implementation of the psychological and pedagogical goals of training, education and their use in management activities.

Object of study: informatization of preschool educational institutions.

Subject of study: features of the development of informatization of preschool educational institutions.

The purpose of the study: to determine the need for the development of informatization of preschool educational institutions.

Hypothesis: it is assumed that the informatization of the preschool educational institution can lead to an increase in the efficiency of the activities of educators, heads of the preschool educational institution; to increase the effectiveness of upbringing and education.

Research objectives:

.To identify the possibilities of informatization of preschool educational institutions as a means of increasing the effectiveness of upbringing and education;

.To identify the possibilities of informatization of the preschool educational institution as a means of increasing the efficiency of the activities of educators, heads of the preschool educational institution;

.To identify the problems of informatization of preschool educational institutions.

Research methods:

.analysis of theoretical sources on the research problem.

CHAPTER 1

1.1 The main goals and objectives of informatization of preschool educational institutions

If we describe the process of informatization of a preschool educational institution formally, then it can be represented as a sequence of transitions of an educational institution from one state to another. This transition, as a rule, requires special efforts from teachers, which must be organized in one way or another: these can be one-time events or a whole program of work.

Informatization of preschool education is a process of its development. To evaluate it, it is necessary to determine to what extent the new state of the preschool educational institution differs from its previous state.

· The process of informatization of preschool educational institutions is discrete: educational institutions are, as it were, dragged from one state to another.

· Informatization of preschool educational institutions is developing unevenly along with educational institutions where this process is just beginning, there is a preschool educational institution where informatization has led to a cherished transformation in the educational process and in the management of preschool educational institutions. It can be assumed that in reality there are all stable (available in today's conditions) states of DOE informatization from the set of possible ones.

· In the informatization state space, there are groups of states that are close to each other. Preschool educational institutions that are in these states solve the same (or similar) tasks, face similar problems, use similar methods to solve them.

· The degradation of educational institutions is socially prohibited. In the process of informatization, the DOE may remain in the same state or move to a new one. In the new state, the results of its work should be no worse than in the previous one.

When developing an informatization program, the employees of the preschool educational institution strive to change the resources, conditions and rules of behavior of the participants in the process in such a way as to improve their "pedagogical quality" and thereby transfer the preschool educational institution to a new state.

The task of informatization of preschool educational institutions is still defined too one-sidedly: the problems of equipping computer equipment and connecting to the Internet remain in the foreground, and the content side of using these tools is not given due attention.

Technical support, of course, is a necessary but not sufficient basis for the informatization process. Informatization of a preschool educational institution can fully form a single information educational space only on the basis of the development of a clear concept that defines priority goals, determines the priority goals of informatization and the means to achieve them, taking into account the specifics of a particular preschool educational institution.

At the same time, the first goal suggests that the informatization of the preschool educational institution should lead to more efficient fulfillment of the social educational and educational order.

The second goal involves the development of general skills in the use of information technology, both educators and pupils to improve the efficiency of their activities.

The third goal involves the development of the management of preschool educational institutions in modern conditions; development of information technology in the professional activities of educators.

Improving the quality of education;

Information integration with higher authorities of the external environment.

The process of informatization of preschool educational institutions is of a phased (multi-level) nature, its goals and objectives are to a large extent determined by the characteristics of a particular stage of implementation. So, at the first stage, the main goal should be to involve all participants in the educational process in the informatization process. It is advisable to rely on approaches to informatization of educational institutions that have already become widespread, take into account the current situation in the field of informatization of this preschool educational institution, information needs and the degree of psychological readiness for informatization of participants in the educational process.

To date, two main approaches to the informatization of preschool educational institutions have become widespread. The first is the informatization of the preschool educational institution as an enterprise: the preschool educational institution is considered as a multifunctional institution, a significant part of the work of which is built according to the laws of the activities of an ordinary enterprise. In this case, first of all, financial and economic activities are automated: accounting, material and technical accounting, personnel accounting. This approach does not contribute to the creation of a full-fledged information educational space, and it is applicable only in those institutions where there is a basis for informatization of administrative and economic work (for example, they have their own accounting department).

The basis of another approach is the informatization of the educational process, where the formation of a single information space of preschool educational institutions is carried out through the informatization of pedagogical activity.

The creation of a full-fledged unified information space of a preschool educational institution requires a combination of different approaches to informatization with the obligatory consideration of the specifics of a particular preschool educational institution.

The informatization process in the preschool educational institution includes a number of indicators:

Willingness and ability of teachers to work effectively in the new information environment and changing organizational conditions (pedagogical ICT - the competence of educators);

Changes in the classroom for the co-organization of participants in the educational process (changes in regulations, procedures, work of the preschool educational institution);

Changes in the methods and organizational forms of work of children, individual teachers and the teaching staff of the preschool educational institution as a whole (dissemination of ICT methods and organizational forms of educational work).

One of the areas of informatization of preschool educational institutions is informatization as the technical equipment of preschool educational institutions.

A few years ago, when the process of informatization was just beginning, it was considered as a process of equipping a preschool educational institution with new information technologies (number of computers, Internet connection, etc.) The presence of technology looks like evidence of the well-being of the preschool educational institution, its administration, teaching staff, pupils .

On the one hand, this is true: without the appearance of a technological infrastructure in an educational institution, it is not necessary to talk about its informatization. However, by themselves, the indicators of technical equipment only indirectly indicate the development of informatization processes. Practice has shown that not always a strong technical base was used in the educational process, but was focused on solving organizational issues, maintaining automated document management.

A significant factor in computerization is the understanding by the heads of institutions, teachers, parents that the computer and the Internet are tools that give an effect only if they fit into the interior of the preschool educational institution as tools. Then the content and organization of the educational process, as well as its results, change.

Modern information technology tools over the past decades have made it possible, real and convenient to collect various kinds information about the environment. The formation of skills in the use of collection tools and digital collection and digital input of information is already feasible for preschool children and is becoming an important element of primary education.

A preschool child collects digital images of the world around him with the help of a digital camera. Gradually, he acquires ICT skills in obtaining high-quality images in parallel with ICT competence, which is expressed in the exact choice of the subject for shooting, the selection of images in accordance with the given purpose, the choice of names for images and folders where images are stored. The child receives subject competence in the field of literacy and speech development, expressed in the correct spelling of folder names, the ability to build his story from a photograph.

Digital microscope - a microscope equipped with a device for converting an image into a digital signal for input into a computer. At the same time, changes in the image can also be recorded in the computer, for example, the movement of microorganisms, the resulting images and video clips can be mounted in a presentation, etc.

The scanner is a necessary digital tool for the educational process. It allows the free use of existing non-digital information sources, including the pictorial works of the children themselves, the pictures they found, etc.

The digital projector is a powerful tool for direct, personal communication in virtually any activity. Even preschoolers can successfully apply it, assemble their own sequence of photos or video clips into a presentation, and then tell the audience in the group about what they see on the screen. Of course, the teacher also needs a projector, because. it significantly increases the comfort of the performance for him and enhances the visibility, the emotional component for preschoolers.

Interactive whiteboards allow the educator to include on-screen presentation of handwritten notes, notes, etc. right in the course of the performance, highlight the bypass on the screen of individual objects and much more.

The possibility of using printers and copiers in conjunction with a computer is beyond doubt. However, in DOE it has its own specifics. One aspect of this specificity is that many preschools cannot afford unsupervised printing due to the cost of materials. Another aspect is that DOEs need not only the most common, but also less standard printers. Color also turns out not to be a luxury, but a means of learning and self-expression.

A necessary condition for the implementation of all of these areas is to provide an appropriate material and technical base:

Installation and maintenance of computer equipment and software in classrooms and groups;

Providing technical conditions for access to the Internet .

The next direction, which is envisaged by the informatization of the preschool educational institution, is the use of ICT in management activities. It is known that if the leader is interested in the application of modern educational technologies, then they will be used in preschool educational institutions.

The areas of informatization of the management of preschool educational institutions are quite diverse:

Passport of the educational institution (general information about the educational institution, material, technical and methodological support, the formation of a report of the preschool educational institution, etc.);

Personnel (management of personal files, accounting for the movement of employees, the introduction of a book of orders for personnel, billing);

· pupils and their parents (management of personal files, attendance records, control of upbringing and training, psychological and pedagogical support, etc.);

· class schedule (automated compilation of class schedule options with the possibility of choosing the optimal one);

· library (accounting for the library fund and its relevance, maintaining electronic catalogs for the library);

· medical office (introduction of children's medical records, medical support);

· accounting (accounting for financial documents, the introduction of financial, economic and statistical reporting).

One of the most basic areas of informatization of the preschool educational institution is the change in the forms and methods of the educational process in the preschool educational institution.

The use of modern information as teaching tools and management of the educational process shows the deficiencies of traditional school practices. The computer takes over the functions of accepting information, copying it, storing playback, as well as solving problems according to the once described algorithm, leaving the choice of goals, analytics, design, and the tasks of organizing social conditions for obtaining and using the results obtained to a person. Information management and management based on its qualified use becomes relevant for the administration of preschool educational institutions, teachers and children. Understanding the meaning of activity, conscious search for information, setting goals and objectives, organizing contacts, business process, calculating opportunities and risks - these are the conditions for the development of a preschool educational institution and, at the same time, an expression of the quality of modern education.

The use of microelectronics for automatic collection, transformation, storage, search and transmission of information of any kind over a distance becomes a necessary part of people's culture, a condition for socialization and quality of life. Information and communication tools provide new opportunities for the accumulation and transmission of relevant methodological information. The conditions for the creation, maintenance and development of integrated virtual educational facilities, each segment of which is provided with resources, the combined interests of teachers, methodologists, scientists, authors of project ideas and external students working in different teams, appear in the educational authorities and in the preschool educational institution.

Therefore, at present, there is a need to organize the learning process based on modern information and communication technologies, where electronic means are increasingly used as sources of information.

An effective mechanism for increasing the availability of quality education is the introduction of modern information educational technologies, including the use of the latest electronic educational resources.

Information educational technologies are all technologies in the field of education that use special technical information tools (computer, audio, film, video) to achieve pedagogical goals.

Increasing the availability of quality education can help, not least new pedagogical and, also, information technologies. It is impossible to separate one from the other, since only the widespread introduction of new pedagogical technologies will make it possible to change the very paradigm of education, and only new information technologies will make it possible to most effectively realize the possibilities inherent in new pedagogical technologies.

In recent years, joint work has been carried out on informatization and computerization of preschool educational institutions. Federal educational portals have been created, most preschool educational institutions are equipped with computers. Many educational institutions have access to the Internet. More and more teachers are mastering the skills of a computer and Internet user, taking courses on the use of new information technologies in the educational process and educational activities.

Informatization of education is the process of providing the education sector with methodology and practice for the development and optimal use of modern information technologies focused on the implementation of the psychological and pedagogical goals of training and education.

An even higher level of human information culture is represented by information competence - computer literacy and the ability to search for information, use and evaluate information, mastery of computer communications technologies, the ability to master and use the capabilities of information technologies to solve problems.

The change in the requirements for the quality of education and upbringing, due to ongoing socio-economic processes, and the globalization of the informatization process predetermines the need not only to revise and update the content of education, but to develop new pedagogical technologies that ensure the formation and increase of the level of competence, key competencies, declared by the education development strategy as a new type of educational result.

The main directions of the use of new information technologies in the educational process are:

The direction that is used to present new material. In this direction, demo-encyclopedic programs, computer presentations can be used.

Direction, which has the goal of conducting experimental work using multimedia

Direction when fixing the stated material. This is the use of a variety of learning programs and laboratory work.

Direction used for control and verification. These include assessment testing and monitoring programs.

Based on the above provisions, we can propose a model based on several assumptions.

· The process of informatization of preschool educational institutions is discrete.

· Informatization of preschool educational institutions is developing unevenly along with educational institutions, where this process is just beginning.

· In the informatization state space, there are groups of states that are close to each other.

· The degradation of educational institutions is socially prohibited.

In publications on the informatization of preschool educational institutions, there are at least three main tasks of informatization of preschool educational institutions:

increasing the effectiveness of upbringing, education;

development of information culture.

development of the management of preschool educational institutions using information technology.

The most important goals of informatization of preschool educational institutions are:

Improving the quality of education;

Improvement of scientific and methodological literature;

Improving the management of the educational process.

Currently, the following main areas of informatization of preschool educational institutions are being considered:

informatization as the technical equipment of preschool educational institutions;

informatization of preschool educational institutions as the introduction of new information technologies in education and upbringing;

informatization of the management activities of the preschool educational institution.

informatization preschool computer pedagogical

CHAPTER 2. PROBLEMS AND PROSPECTS OF INFORMATIZATION OF DOW

2.1 Use of ICT in management activities

For example, DOW can be used to create an integrated automated system (IAIS). IAIS is being developed as an independent educational complex, consisting of several interconnected subsystems. Program implementation is performed using Visual FoxPro DBMS tools.

For the priority implementation of IAIS at the initial stage, subsystems were allocated:

· admission to the preschool educational institution (personal data of incoming children and their parents, their personal files, attendance records, monitoring records) - affects the educational process, covers the informatization of children and their parents, educators, teachers of additional education, administration.

· Personnel (personal files of employees, billing) - in addition to the administration, it involves all employees of the preschool educational institution in the informatization process.

ICT has made significant changes to the methodological work of preschool educational institutions. Subject areas are formed on the server, which contain materials on classes in various fields of knowledge. In addition, most teachers have their own personal folders containing methodological materials that are open to everyone, and include an educator's electronic portfolio - a compact, convenient means of storing information about the successes and achievements in the teacher's activities.

Conducting pedagogical councils, meetings, meetings of methodological associations of teachers today is impossible without the use of computer technology - these are diagrams, graphs, pivot tables, diagrams, presentations.

Electronic reports on the quality of education and upbringing of children, which are filled out by teachers at the end of each quarter, make it possible to conduct monitoring studies of the quality of education and upbringing of children, predict results, and change ways to achieve goals.

The ICT competence of teachers allows the educator to be an active participant in the educational process. Various electronic publications, reference books, encyclopedias are necessary to improve the skills of the teaching staff. All this is possible thanks to unlimited access to the Internet.

The opportunity to show their pedagogical skills to the parental and pedagogical community allows the publication of methodological journals, the editing and design of which was carried out with the help of special computer programs and technologies.

The use of the Internet, various databases, the processing of huge amounts of information - all this has made the work of the administration and educators of the preschool educational institution more efficient.

Despite the positive impact of the use of ICT in management activities, many preschool educational institutions have faced the problem of developing the ability to teach administrators, educators and other employees of preschool educational institutions how to use a computer. To do this, you need to create the appropriate conditions. And until the teachers and the administration of the preschool educational institution can obtain the necessary minimum knowledge in the field of using information technology and, from their own experience, be convinced of their practical value, the computer and information technology will be considered by them as something alien.

2.2 Technical equipment of the preschool educational institution

Currently, one of the important problems is the technical equipment in preschool educational institutions. Unfortunately, the use of computers in preschool educational institutions encounters problems: material and organizational problems, poor material security of preschool educational institutions, primarily with computers that can be successfully used in teaching, etc. Usually, objective and subjective are among the main organizational problems of computerization of preschool educational institutions. The former include, first of all, logistical problems (a small number of computers in preschool educational institutions, outdated equipment, weak software).

The subjective problems associated with the introduction of computers in the educational process may include the unwillingness or inability of teachers to work on the introduction of computers in the education and upbringing of children. The unwillingness of educators to work with computers may depend on the lack of readiness for any innovations, the fear of computers, the low level of motivation for professional activities in general, and other conditions. Often, computer training of older preschool children is higher than the training of a teacher. Some teachers assess this situation as threatening their professional status and are afraid to use computers in the educational process.

Due to the different preparation of preschoolers and different technical equipment at home, this sometimes makes it difficult to develop uniform curricula and tasks for learning.

One of the most important problem that has not been solved to date is providing access to educational institutions located in geographically difficult places to information resources located in the virtual space, as well as the poor speed characteristics of the access channels used today in most preschool educational institutions in Internet .

2.3 Problems of the use of computer technology in the educational process

The current generation of children lives and develops in an informatized environment. In children, a computer game has long supplanted games by profession, ahead of TV viewing in popularity. Informatization of preschool educational institutions is an acute requirement of reality, everyday life.

But the specificity of the preschool educational institution strictly regulates the use of computer technology and the time spent working at a personal computer in order to comply with one of the key areas - the health of children. In order for the teacher to be able to conduct classes using ICT technologies, using electronic educational materials, numerous DERs, and their own development of classes using a computer, it is necessary to take into account the main areas of health savings for preschoolers in this direction. The invariable rule is the observance of the established time spent in front of the monitor screen, which, as you know, negatively affects the somatic health of the child. There are also long-term effects of exposure to electromagnetic fields and static electricity, a sedentary lifestyle, if any.

But no less serious problems can arise with the psychological health of the child if he develops a “computer addiction”. However, such a problem does not confront the school psychologist as acutely as computer games. For the emergence of Internet addiction, a large number of conditions are necessary, which are quite rare for a preschooler: the presence of a PC of good configuration, Internet connection, good computer skills and, in particular, navigating the network, etc. Usually the problem of Internet addiction occurs already at school.

As a result of prolonged immersion in the virtual world, the social adaptive capabilities of the individual may decrease during the main period of development of collective communication skills. In this direction, success can only be achieved through close cooperation with the parents of children. Thus, it becomes important to inform parents about measures to prevent health disorders, about the organization of the workplace for children, about temporary restrictions on staying in front of the screen not only of a computer, but also of a TV.

2.4 Use of ICT technologies in preschool educational institutions

The teacher is psychologically and technically ready to use information technology in teaching. Any stage of the lesson can be revived by the introduction of new technical means. The inclusion of ICT in the educational process allows the educator to organize various forms of educational and cognitive activity, to make this activity active and purposeful. ICT can be considered as a means of access to educational information, providing the ability to search, collect and work with a source, including the Internet, as well as a means of delivering and storing information.

The use of ICT in the educational process can improve the quality of educational material and enhance educational effects. One of the results of education and upbringing in the preschool educational institution of the first stage should be the readiness of children to master modern computer technologies and the ability to update the information obtained with their help for further self-education. To achieve these goals, it becomes necessary for teachers to use information and communication technologies in the educational process.

The use of ICT in various classes allows: to develop the ability of preschool children to navigate the information flows of the world around them; master practical ways of working with information; develop skills that allow the exchange of information using modern technical means; activate their cognitive activity. Thanks to the use of ICT, the educator moves from an explanatory-illustrated way of teaching to an active one, in which the child becomes an active subject of learning activity. This contributes to the conscious assimilation of knowledge by children. ICT arouses interest in the preschooler; animated fragments bring the studied processes closer to the life of a child.

Thus, the work spent on the management of cognitive activity, with the help of ICT tools, justifies itself in all respects: it improves the quality of knowledge; promotes the child in general development; helps to overcome difficulties; brings joy to the life of the child; allows training and education in the zone of proximal development; creates favorable conditions for a better mutual understanding of the teacher and students and their cooperation in the educational process.

In the classroom in the preschool educational institution, the use of ICT allows you to raise the process of education and upbringing to a qualitatively new level: it is much more interesting for a modern child to perceive information in this form. The inclusion of animation in multimedia, fragments of video films makes it possible to enhance visual perception and facilitates the assimilation of educational material.

The motivational sphere is greatly influenced by the work of children with a computer, including computer games, the cognitive sphere associated with the activity of cognitive processes, and the personality of the child are also affected. There are rather conflicting data in the literature about the impact of a computer on the development of a child's mental characteristics. This is explained by the place of the computer in the structure of activity, the nature and duration of work with the computer, the age of the children, and a number of other important conditions. An analysis of literary data shows that working with a computer affects almost all basic mental phenomena: sensations, perception, memory, thinking, imagination, communication, character, abilities, etc. In some cases, these qualities were formed purposefully.

Important types of ICT used in the educational process:

Electronic encyclopedias, reference books, dictionaries. Their main advantage is in the information they contain. They are suitable for obtaining accurate factual information about individuals and events, for defining concepts, and so on.

Bibliographic resources - the whole range of sources that reflect information about the literature. This includes books and articles from newspapers, magazines, maps, magnetic tapes, etc.

A computer presentation is a sequence of successive slides, each of which may contain text, photographs and drawings, various graphs, diagrams. All this can be accompanied by sound design. Computer presentations are very attractive for self-study and testing your knowledge, and classes with the direct participation of the teacher.

Educational programs allow to make the process of education and upbringing interesting and visual. Develop the thinking and creativity of students. These programs can be used in the study of various subjects. Programs allow the teacher to demonstrate the studied material.

Computer testing. Tests allow you to get an assessment of the level of ZUN and identify gaps in the preparation of preschoolers.

The use of ICT has become relevant in all areas of activity of the preschool educational institution. One of the leading in this case remains the control unit. For the effective management of the preschool educational institution, the main criteria for selecting information were determined: completeness, specificity, reliability, timeliness.

It is expedient to start informatization of management by highlighting the tasks of organizing the educational process, which require the use of computer technologies to the greatest extent.

Other problems associated with the introduction of computers in the educational process may include the unwillingness or inability of teachers to work on the introduction of computers in the education and upbringing of children.

One of the most important problem that has not been solved to date is providing access to information resources for educational institutions located in geographically remote places.

The next problem of informatization of preschool educational institutions is the health-saving function of children. In order for the teacher to be able to conduct classes using ICT technologies, using electronic educational materials, numerous DERs, and their own development of classes using a computer, it is necessary to take into account the main areas of health savings for preschoolers in this direction.

But no less serious problems can arise with the psychological health of the child if he develops a “computer addiction”.

The use of ICT in various classes allows: to develop the ability of preschool children to navigate the information flows of the world around them; master practical ways of working with information; develop skills that allow the exchange of information using modern technical means; activate their cognitive activity. Thanks to the use of ICT, the educator moves from an explanatory-illustrated way of teaching to an active one, in which the child becomes an active subject of learning activity. ICT arouses interest in the preschooler; animation fragments bring the studied processes closer to the life of a child.

CONCLUSION

In the course of the course work, theoretical sources on the research problem were analyzed. As a result, it was revealed:

Informatization of the preschool educational institution is the process of its development; the sequence of transitions of an educational institution from one state to another. This transition, as a rule, requires special efforts from teachers, which must be organized in one way or another: these can be one-time events or a whole program of work.

The theoretical analysis of the literature data on the problem of studying informatization of preschool educational institutions made it possible to consider the problems and prospects of informatization of preschool educational institutions.

As a result of the course work, the following were identified:

the possibilities of informatization of preschool educational institutions as a means of increasing the effectiveness of upbringing and education;

the possibilities of informatization of preschool educational institutions as a means of increasing the efficiency of the activities of educators, heads of preschool educational institutions;

problems of informatization of preschool educational institutions.

Thus, the hypothesis put forward at the beginning of the work was fully confirmed, the tasks set at the beginning of the course work were completed, the goal was achieved.

BIBLIOGRAPHY

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E.I. Bulin-Sokolova, Digital tools for informatization of educational institutions, Educational issues, 3-2005.

G.M.Vodopyanov, A.Yu.Uvarov, About one tool for managing the school informatization process, Educational Issues, 5-2007.

Gershunsky B.S. Computerization in the field of education: problems and prospects, M, Pedagogy, 1997.

Goryachev A.V. On the concept of "Information Literacy", Informatics and Education, 3 - 2001.

Elyakov, A. Information Technology and Modern Warfare, Svobodnaya Mysl, 1 - 2008.

Zakharova, I.G. Information technology in education, textbook for higher education. textbook Institutions, M, "Academy", 2008.

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Mashbits, E. I. Computerization of education: problems and prospects, M, Knowledge, 1996.

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M.M. Mitchenko, T.V. Turanova, Formation of a single information space: a conceptual basis and implementation experience, Informatics and education, 11-2005.

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The process of informatization in preschool educational institutions is due to the requirement of a modern developing society, which needs its members to be ready for work ten times more productive and creative, which is ensured by the knowledge-intensiveness of all information means - from personal computers to global Internet connections. In accordance with the Concept for the introduction of new information technologies in preschool education, the computer should become the core of the developing subject environment in kindergarten. It is considered not as a separate educational gaming device, but as a universal information system that can connect with various areas of the educational process, enrich them and radically change the developing environment of the kindergarten as a whole. Domestic and foreign studies on the use of a computer in kindergartens convincingly prove not only the possibility and expediency of this, but also the special role of a computer in the development of the intellect and the personality of the child in general (S. Novoselova, G. Petcu, I. Pashelite, S. Papert, and etc.).

The scientific and technological revolution has become the basis for the process of informatization of all spheres of society, including education. That is why one of the priority tasks for the development of education in Russia is the creation of a unified educational information environment.

Currently, the system of preschool education is undergoing significant changes, both positive and negative. The success of these changes is associated with the renewal of the scientific, methodological and material base of education and upbringing. One of the important conditions for updating is the use of new information technologies (hereinafter referred to as NIT), primarily computers.

However, in general, the process of informatization in preschool institutions is developing slowly. It is constrained by an insufficiently equipped material base, the lack of multimedia materials that meet state educational standards for preschool education. In addition, the system of training and retraining of personnel for work in the field of informatization of preschool education requires improvement and development.

The Ministry of Education of Russia draws attention to the fact that NIT, which is an important factor in enriching the intellectual and emotional development of the child, a catalyst for the development of his creative abilities, can be included in preschool education along with traditional means of developing and educating children through play, design, art and other activities, but never replace them.

One of the main issues related to the computerization of preschool education is the study of the influence of a computer on the body, mental state and development of the child. As a result of studying the impact that a computer has on the well-being, performance and health of children, a safe mode was determined, the duration and methodology for organizing computer games in kindergarten were normalized, appropriate conditions were thought out and developed for organizing a child's "jobs", requirements for illumination of premises, recommendations for acquisition, installation and maintenance of equipment.

Only such computer programs and games that meet psychological, pedagogical and sanitary and hygienic requirements can be used in kindergarten. These requirements are set out in the instructional letter of the Ministry of Education of Russia dated March 14, 2000 N 65 / 23-16 "On hygiene requirements for the maximum load on preschool children in organized forms of education" in paragraph 5: "Classes using computers for children 5-6 years should not be carried out more than twice a week.The duration of continuous work with a computer is no more than 10 minutes.To reduce fatigue under the influence of computer classes, a hygienic rational organization of the workplace at the computer is extremely important: furniture matching the height of the child, optimal lighting, electromagnetic safety. Computer equipment that is used in a preschool educational institution (DOE) must necessarily have a hygienic conclusion (certificate) confirming its safety for children. In addition, it is recommended to be wary of a variety of entertaining computer games built on reckless, aggressive, monotonous actions and characters that have a negative impact on the psyche and character of the child.

Portal for the student. Self-training

Guidelines for educational psychologists on the use of information and communication technologies and computer game tools in preschool education

Dn (m) f 3 "information and communication technologies in science and education"

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