The use of information and communication technologies in work with parents. Questionnaire for teachers "identifying the level of readiness to work using ICT"

Parent-teacher meeting v middle group on the topic of " Modern ICT... Pros and cons"

Got it up:

Educator Dmitrenko A.S.

At the right approach to classes

on the computer can be extracted

maximum benefit for the development of the child.

B. Shlimovich

PURPOSE: to convey to the consciousness of parents the need to comply with the requirements and rules of health preservation when organizing a child's interaction with ICT at home.

Parent meeting tasks:

Educational: to form parents' ideas about the role, possibilities and ways of using ICT in teaching children preschool age.

Educational: to build an understanding of the importance of maintaining emotional contact with the child in order to avoid the development of him computer addiction.

Organizational: to develop coordinated actions of the preschool educational institution and the family on correct organization work of children with ICT.

Informational: suggest practical advice by organization safe interaction child with a computer.

Preparing for the parent meeting

1. Selection and analysis of literature on this topic.

1. Questioning of parents, analysis and generalization of the results obtained.

1. Preparation of memos on the topic of the meeting.

Parent meeting plan

1. Emotional attitude. introduction educator. Results of the survey. Distribution of parents into groups. (5 minutes.)
2. Work of parents in groups, exchange of views (8 min.)
3. Classification of computer games, requirements for the game of a preschooler (3 min)

1. Summing up the meeting. (2 minutes).

Shout out loud and in chorus, friends,

Do you all love your children? (Yes)

They came from work, I have no strength at all,

Do you want to listen to lectures here? (No)

I understand you ... What to do, gentlemen?

Do we need to solve children's problems? (Yes)

Give me an answer then:

Help refuse us? (No)

The last I will ask you:

Will we all be active today? (Yes)

Introductory remarks by the educator.

Modern information and communication technologies (ICT) have long and firmly penetrated into all spheres of human activity. They are used at work, at home, at school, and even in kindergarten... In many families, as soon as the child learns to sit, he is arranged in front of the TV screen, which increasingly replaces grandmother's fairy tales, mother's lullabies, and conversations with his father. The screen becomes the child's main educator. On the one hand, this greatly facilitates our life. In fact, the child does not bother, does not ask for anything, does not take risks, and at the same time receives impressions, learns something new, joins modern civilization. On the other hand, we have to pay for it to physical and mental health our children. So what do computers do our children - more good or harm? And how to properly organize the communication of a child with a computer so that he does not become dependent on it? Today at the parent meeting we will try to answer these problematic questions and will try to work out together the rules for organizing the work of children on the computer.

First, let's take a look at the results of a parent survey on the use of ICT in their family.

Summing up the results of the survey.

So we see that hallmark the time in which we live is the rapid penetration information technologies in our life.

At the present time, children are able to master the skills of working with various electronic computer novelties with enviable ease. But does this contribute to the development of a preschool child or, on the contrary, inhibits him?

Psychologists and speech therapists are sounding the alarm. V last years children often have a delay speech development: they start talking late, they speak little and badly, speech is poor and primitive. Sitting in front of the TV screens, the child does not learn to speak, but only learns to imitate sounds. Mastering speech in early age occurs only in live communication, when the child not only listens to other people's words, but is also a participant in the dialogue: asks questions, answers.

Increasingly, children are noted to be incapable of fantasy and creative activity. They have impaired attention and ability to concentrate on any occupation, they have no interest in business. Many people find it difficult to perceive information by ear, they cannot keep in their memory a chain of several sentences, connect them with one meaning. Therefore, books are not interesting and boring for children.

Becoming inner peace child, the formation of his personality occurs precisely in childhood and only in joint life with adults. Lack of inner peace, spiritual emptiness give rise to childish aggression and cruelty.

All of the above, of course, does not mean to completely exclude modern ICT from a child's life. When used rationally, they can become tools that can develop Creative skills child, his intellectual sphere, motor skills, hand-eye coordination.

The most important thing for us is that children do not become dependent on a "computer friend", but appreciate lively, emotional human communication and strive for it.

Let's try to identify all the "+" and "-" of the influence of ICT on the development of a child of preschool age:

One group proves that the computer has a positive effect on the child, the other - calls negative points the influence of the computer on the child.

The positive impact of the computer	Negative influence of the computer
ü Development of small muscles of the hand, motor skills
üCognitive motivation	üConstrained pose
ü Development of perseverance	üDevelopment of osteochondrosis üDiseases of the joints of the hands
üImproving memory, attention
ü Orientation in modern technologies	üComputer addiction
üQuick finding of the necessary information, hence the increase in free time	üNervous-emotional stress
	üSyndrome of computer stress
	ü The child forgets about the real world
	üReplacing communication

Research by scientists shows that the computer becomes available to the understanding of a child from about 5 years old. If you decide that your child can use a computer at the age of three, you need to know the time limits.

As you get tired in the process of communicating with the computer mental condition and the behavior of children also changes in different ways: some have insecurity, anxiety, mood worsens, negative thoughts, fear of rejection of other activities, withdrawal. If the TV or computer does not interfere with the child's normal development, communicate with adults and peers, go for a walk, study physical education then there is no cause for concern. And if on the contrary, it is worth thinking

It is very important what is inside your computer, what games your child plays.

Conventionally, the whole variety of computer games can be classified as follows:

Adventure - otherwise (adventure) finds are the main help in these games - various subjects, which the character meets while traveling in the game space of impressive size.

Role-playing - the purpose of these games can be to find a person or a spell, here it appears main principle role play- using the desired character in the right time and in the right place.

Strategies - the goal of these games is to manage resources, minerals, troops. These games develop the child's perseverance in planning their actions, train multifactorial thinking.

Games like "Kill them all" are purely entertaining. They develop motor functions, but poorly cognitive, while questionable in terms of the development of thinking, and even more so moral education... A sense of proportion is especially necessary in them.

Educational games - which contribute to cognitive development preschoolers and encouraged to independent creative games.

Logic games - develop logical thinking skills, these are puzzles, tasks for rearranging figures or drawing up a picture.

Simulation games - i.e. there is some kind of prefix: auto-avia - sports. In these games great importance given the realism of responsible reactions of the virtual environment, down to the smallest observance of technical indicators.

Graphic games - related to drawing, construction.

In fact, it is very difficult to choose a computer game for a child: there are so many of them, and each manufacturer says that his game is the best!

Specialists have developed the requirements for a computer game for preschool children. If you follow these requirements and rules, then the computer will not harm the child, and its benefits are obvious.

There should be no text information in the game

The character font must be larger than the traditional font

The image on the screen should be large, without small distractions

The pace of movement on the screen is not fast

It is undesirable to use a grading system in points

The program must have a logical conclusion - a house is built, a drawing is drawn

And also developed hygiene requirements that must be observed when organizing gaming activities.

* the child can play at the computer for no more than 15 minutes a day

* better to play in the morning

* during the week the child can work with the computer no more than 3 times

* the room in which he works must be well lit

* furniture to fit the child's height

* the distance from the child's eyes to the monitor is 60 cm;

* after the game it is necessary to do exercises for the eyes

* play activities change to exercise

Concluding the meeting, I would like to note once again that, undoubtedly, the computer - effective remedy child development. But in everything it is necessary to observe a sense of proportion. Many parents do not see anything wrong with the fact that children spend a lot of time at the computer. Considering this type of leisure intellectual and useful, they only worry about disturbing their posture or vision. However, excessive enthusiasm for computer games affects not only physical health child, but also on his psyche. The child develops a computer addiction. This can be avoided by following certain rules.

And finally, I want to distribute to you the reminders "Prevention of computer addiction", "Visual gymnastics".

For the prevention of computer addiction, psychologists advise the following:

1. Show personal positive example... It is important that words do not diverge from deeds. And if the father allows his son to play for no more than an hour a day, then he himself should not play for three or four.

1. Limit the time you work with the computer by explaining that the computer is not a right, but a privilege, so communication with it is subject to parental control. It is impossible to strongly prohibit working on a computer. If a child is already prone to computer addiction, he can spend two hours at the computer on a weekday and three hours on a weekend, but always with breaks.

1. Suggest other ways to spend your time. You can make a list of things to do in free time... It is desirable that the list includes joint activities(going to the cinema, outdoors, playing chess, etc.)

1. Use the computer as an element effective education, as a reward (for example, for doing something right and on time homework, cleaning the apartment).

1. Pay attention to the games children play as they some of them can cause insomnia, irritability, aggressiveness, specific fears.

1. Discuss games with your child. Give preference to educational games. It is extremely important to teach a child to be critical of computer games, to show that this is a very small part of the available entertainment, that life is much more diverse, that play cannot replace communication.

1. If parents cannot cope with the problem on their own, it is necessary to contact psychologists.

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The effectiveness of computerization of education in preschool educational institutions depends on the quality of the pedagogical software used, on the skill of their rational and skillful use in the educational process. Information and computer technologies can be used both in the educational and educational work of the teacher, and in the methodological the work of the preschool educational institution, as well as cooperation with parents, the public, as the popularization of the activities of the kindergarten.

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"Questionnaire for teachers" Identifying the level of readiness to work with the use of ICT ""

Application form

Dear colleagues! To determine the extent to which you are using ICT in your work, answer the following questions, highlighting the answer you want.

1. Do you own a computer?

A) yes, I am a confident user;

C) no, I don't need it;

C) no, but I want to learn.

2. Where and how did you acquire the skills?

A) mastered independently;

C) attended PC courses;

C) I do not know.

3. Availability of access to a computer in the institution:

A) there is an opportunity;

C) there is no possibility;

I use a personal computer.

4. What modern equipment You're using?

A) computer;

B) a camera;

C) multimedia projector;

D) tape recorder /

5. What ICT tools do you use?

A) presentations;

C) text editor;

C) educational DVD films.

6. Scope of ICT application in your practice:

A) in working with children;

C) in working with colleagues;

C) in working with parents.

7. How often do you use ICT in your work?

A) regularly;

C) as needed;

C) do not apply.

8. What difficulties in using ICT do you face?

A) insufficient equipment;

C) I do not own a computer;

C) no time.

other: _____________________________________________________

MBDOU "Chistopolsko-Vyselsky kindergarten" Chistopolsky municipal district Republic of Tatarstan

Usage

information and communication technologies

in work with parents of preschool educational institutions

Prepared by: N.V. Pestova

2016 year

The use of information and communication technologies in work with parents.

Target : involving parents in joint activities with preschool educational institutions through the use of ICT.

If quite recently the computer was used only for searching and demonstrating illustrations for classes, now ICT is becoming an integral part of work with parents.

Great attention in the preschool educational institution, it is paid to work with parents.

For this, various forms are used:days open doors, sports holidays, exhibitions, meetings with specialists different profile, lecture halls, etc. ... Individual and group consultations are provided.

However, there remains problem involving parents in creating joint projects... In this regard, it is necessary to build work with parents so that they are interested in the success of their children and strive in every possible way to help the preschool educational institution in creating a single educational space through the organization of cooperation between the family and the kindergarten.

Despite the fact that in Lately and new, promising forms of cooperation have emerged, which involve the involvement of parents in active participation in pedagogical process kindergarten, more often work with parents is carried out only in one of the directions of pedagogical propaganda, in which the family is only an object of influence. As a result, family feedback is not established, but opportunities family education are not fully utilized.

At the same time, information and, especially, telecommunication technologies can increase the efficiency of interaction between the teaching staff of the kindergarten and parents in the teaching and upbringing of preschoolers.

Information and communication technologies.

Telecommunication Is a method of transmitting and receiving any kind of information, which can be sound, text, image at any distance

Information and communication technologies are able to increase the efficiency of interaction between the teaching staff of the kindergarten and parents in the teaching and upbringing of preschoolers.

ICT used in preschool educational institutions can be:

Using the Internet (Internet Explorer - Web Browser)

Preparation of visual and didactic materials by means of Microsoft Office "

Microsoft Word - word processor

Microsoft Excel spreadsheets

Microsoft Power Point - a program for creating multimedia presentations

Abode Photoshop CS2 - graphic raster editor

Camera and camcorder

Movie Marker - Video Editor

Photo Frames

Audio (encyclopedia, music)

Having mastered the methods of the above technologies, each teacher has following criteria:

familiar with the use of a computer as a pedagogical technical means;

knows how to develop and use electronic didactic and pedagogical software;

knows how to use information technology in the educational process;

knows the ways of presenting pedagogical information using IT.

know how to create graphic and text documents (independently prepare group documentation, diagnostics, etc.);

have the skills to search for information on the Internet;

have the skills of creating presentations;

know how to design classes using information technology;

know the ways and methods of using IT in the work of parents.

Thus, we can say with confidence that a computer is an effective technical tool with which you can significantly diversify the methodological work in a preschool educational institution.

Main forms of ICT use

Selection illustrative material to classes, registration parent corners, groups, information material for the design of stands, folders-travels, (scanning, Internet; printer, presentation);

Selection of additional cognitive material for classes (encyclopedias);

Preparation of group documentation (lists of children, information about parents, diagnostics of child development, planning, monitoring of program implementation, etc.), reports. The computer will allow you not to write reports and analyzes every time, but it is enough to type the diagram once and then only make the necessary changes.

Create Power Point presentations to improve efficiency educational activities with children and pedagogical competence of parents in the process of parenting meetings. Moreover, the presentation can become a kind of plan for a lesson or event, its logical structure, i.e. can be used at any stage of the lesson. I have created a series of presentations for classes, holidays, pedagogical councils, parent meetings. Within the framework of the Development Program on the topic "Introducing preschoolers to Russian culture", our team set the task of creating a media library of presentations on fairy tales, fables, folklore, etc.

Using digital cameras and photo editing programs that make it as easy to manage pictures as to take pictures, easily find the ones you want, edit and display them;

Using a photo frame to familiarize parents with the rich and interesting gardening life of children;

Using a video camera and related programs (in principle new way to view, store, and share all your video footage, you can quickly create uncomplicated movies by adding titles, scene transitions, background music, or voice overs to your video in Movie Marker). Parents especially like this line of work;

Internet use in teaching activities, for the purpose of information and scientific-methodological support of the educational process in a preschool institution;

Creation of media libraries that are of interest to both teachers and parents;

Creation of e-mail, maintenance of the DOW site with links to groups. Such communication with the parents of children who are at home due to illness is especially important. They need to be aware of gardening life, educational activities.

Thus, the use of ICT contributes to improving the quality of communication, i.e. communication in three directions:

Educators

teachers have the opportunity of professional communication in a wide audience of Internet users, their social status is increasing.

Children

use of ESM (electronic educational resources) in working with children serves to increase the cognitive motivation of pupils, respectively, there is an increase in their achievements, key competencies.

Parents

parents, noting the interest of children in preschool educational institutions, have become more respectful of educators, listen to their advice, and are more actively involved in group projects.

Using email

Modern parents they began to pay little attention to informational folders-moving in groups, they rarely notice announcements until the teacher pays their attention.

Despite being busy, there is always time to check your email.

This type of communication can become a source of educational, methodological or educational information for parents.

Parents can receive operational information from the email pages:

on methods of preserving the health of children,

their safety,

rules of behavior of a child in the family and in society,

useful tips for training and preschool education,

photo reports from events,

getting group information,

class schedule,

about ongoing events, holidays, entertainment.

and many other useful and interesting things.

It is mandatory to have contacts with the email addresses of all parents. The collection of data can be included in the questionnaire for parents, where they immediately enter their email address.

Description of work with e-mail

Parent survey - collecting email addresses.

Internet creation mailbox(come up with a simple username and password)

Compiling a list of contacts on a mailbox

Registration of a mailbox (appearance)

Password e-mail only from the educators of the group.

When composing letters to parents via e-mail, it is necessary to remember the structure of the letter. The letter always begins with the words "Dear parents," "We offer you," "We invite you," We remind you. " And it ends with a kind of business card, i.e. how will you sign your appeal or information, for example: "Educators", "We are waiting for everyone," "We will be glad to see you," etc. In the design of the text of the letter, you can also use the text editor Word, insert pictures and decorations. But not necessarily. The content is important.

If you send photos by e-mail or a document, you can use this file "invest " into a letter. There is a button "attach a file" under the text box of the letter. Next, select the desired file and attach it to the letter. You can send.

This way, the parent can learn as much as possible about the place and about the people who spend most of the day with his child.

Such communication with the parents of children who are at home due to illness is especially important. They need to be aware of gardening life, educational activities

Using presentations

It is important to create presentations in the Power Point program:

To improve the effectiveness of educational activities with children;

Parents' pedagogical competence in the process of parenting meetings;

When reporting on project activities;

When showing events, entertainment to parents;

Can be just a background, or a changing decoration (for project activities);

To create photo collages and comments on them;

For quizzes, riddles, contests, assignments for both parents and children;

And much more.

In order to create a presentation, you need to open the Power Point program, and then you need to choose the design of your presentation, and fill in the windows with the relevant information.

Moreover, the presentation can become a kind of plan for a lesson or event, its logical structure, i.e. can be used at any stage of the lesson.

A series of presentations has been created for classes, holidays, pedagogical councils, parent meetings. All this material can be found already in finished form on the Internet, but you can do it yourself, which is much more effective.

Thus, a media library of visual, demonstration electronic materials for classes using information technologies was created.

Using ICT in working with parents

Dear forum participants! Today I want to acquaint you with the use of information and communication technologies in working with parents.
The changes that are now taking place in preschool education are aimed primarily at improving its quality, which in turn depends on close interaction between parents (legal representatives) and the kindergarten. The FGOS DO formulates the requirements for the interaction of the Organization with parents. In accordance with the FSES DO, the Organization is obliged to:
Inform parents (legal representatives) and the public about the goals preschool education common to the entire educational space of the Russian Federation, as well as about the Program, and not only the family, but also all interested persons involved in educational activities;
Ensure that families are directly involved in educational activities, including through the creation of educational projects together with the family on the basis of identifying the needs and supporting educational initiatives of the family;
Create conditions for adults to search, use materials that ensure the implementation of the Program, including in information environment, as well as to discuss with parents (legal representatives) of children issues related to the implementation of the Program.
Requirements for teachers.
Possess ICT competencies necessary and sufficient for planning, implementation and evaluation educational work with children of early and preschool age
Build partnerships with parents (legal representatives) of young and preschool children to solve educational problems, use methods and means for their psychological and pedagogical education.

The choice of certain forms of work with parents is explained, first of all, by the confidence in their effectiveness. Traditional forms with all their positive characteristics, have objective difficulties: a limited amount of time for parents (both for attending parent meetings and attending consultations in kindergarten) and the lack of opportunities for timely provision of necessary information parents.
Therefore, we turned our attention to non-traditional forms of work. In particular, the use of ICT in work with parents. Today, the use of information and communication technologies in the educational process is one of the priority areas of education modernization.
Efficiency of using computer technologies:
parents better perceive the goal of correctional and developmental education due to the fact that the use of computer technologies carries a figurative type of information that is understandable to all participants in the educational process;
parents are more motivated to work with a child at home due to the attractiveness of a computer and multimedia effects. Movement, sound, animation attract the attention of children for a long time;
the knowledge gained remains in memory for more long term and are easier to recover for practical use after a brief repetition;
implementation of the principle feedback – essential condition in building interaction of preschool educational institutions with families of pupils;
promotion of pedagogical knowledge - parenting education - individual work parents with a child;
unlimited distribution of information and teaching material both in printed form and on information carriers (disk, flash card);
attraction of various sources of information and training material (in particular, Internet resources);
aesthetics in the presentation of material.

The implementation of the use of computer technologies by me was carried out in 3 stages:
Stage 1: Preparatory stage:
study of literature on the topic,
visiting teachers' councils and seminars (last year the team had an annual task - to increase the professional competence of teachers in the field of information technology),
participation in master classes on mastering information and communication technologies:
Stage 2: practical:
development unconventional forms work with parents in a kindergarten,
creation of your site.
The following activities were carried out with the help of the Internet resource:
1. Development of presentations (informational, multimedia) in conducting consultations, conversations.
2. Production and distribution of booklets, memos, manuals, recommendations.
3. Development of lessons, exercises and distribution on information carriers.
4. Study and selection of computer educational games.
5. Attracting Internet resources in search of information.
Recommended sites:
Websites that can be used in preparation for classes, for working with parents, for self-education, if you wish to take part in various competitions, you see on the screen.
Presentations.
At parent-teacher meetings, the parents are presented with presentations on the organization of a particular type of activity for children.
Presentations are created in the Power Point program to increase the effectiveness of educational activities with children and pedagogical competence of parents for parent meetings. I have created a series of presentations for classes, holidays, pedagogical councils, parent meetings.
Page in CONTACT.
Many parents are online every day. So why not organize communication with parents using the Internet. Indeed, very often parents are faced with difficult questions that are very difficult to resolve alone, and with the help of modern network services, they can get help from educators and teachers on issues of interest.
For this purpose, a survey of parents was conducted last year. A questionnaire was offered, in which it was reported that the child would be included in educational program using computer technology. Only after parents familiarize themselves with the information on this topic presented at the stand and in the folder for parents, thoughtfully, consciously filling out the proposed questionnaire by the parents and having received the approval of the parents and their consent to reasonable rules of safe and correct application information and communication technologies, I have created a page for parents in CONTACT.
The group was created as a photo and video exchange between parents. But it also carries an information and cognitive function.
Group members in CONTACT.
On the this moment there are 18 parents in the group.
Photo reports from the events are posted on the group's page.
Master Class.
On this site, parents receive:
useful tips for teaching and educating preschoolers,
getting group information,
Timetable of classes,
about ongoing events, holidays, entertainment.
and many other useful and interesting things.
This way, the parent can learn as much as possible about the place and about the people who spend most of the day with his child.
Such communication with the parents of children who are at home due to illness is especially important. They need to be aware of gardening life, educational activities.
Documents, videos.
The page also contains information about the most significant events that took place in the group.
Group statistics.
Using these graphs, you can analyze the total number of visitors and views over the last 30 days, as well as the gender and age of visitors who most often visit the group's page.
The advantages of this interaction:
A parent can ask the teacher any question regarding his child, as well as make proposals for the organization educational process in Group.
Saving time.
Creation of a space for exchange of information and discussion.
High motivation of parents.
The presence of mutual understanding between parents and teachers.
Perspective to ensure individual approach to the pupils.
Placing links to Web resources.
Testing.
If the parent systematically reads information materials, then he learns what material his child is mastering in the current month; how to explain to a child missed or not very well learned material, get recommendations, advice from an educator, teacher.
Stage 3 - analysis of the technology used to interact with parents.
Having carried out a comparative monitoring of the level of parental interest, I come to the conclusion that the parents' interest has increased not only in the life of the kindergarten, but also in educational and educational process.
So success pedagogical interaction preschool and families today largely depends on how much the teacher-educator uses in his work new information and communication technologies, which have enormous potential, designed to interest parents and create conditions for them. active participation in the educational process of a modern educational institution.

Presentation on the topic: Using information and communication technologies in work with parents

MBDOU "Kindergarten No. 2 of the combined type" of the city of Pikalevo

REMINDER FOR PARENTS

At the computer from the age of three?

Computer teaching technologies are the process of preparing and transmitting information to the student, the means of which is a computer. At the same time, the computer does not replace the teacher or parent, but supplements them.

In preschool educational institutions recommended continuous duration of work with a PC on developmental play activities for children 5 years old should not exceed 10 minutes, for children 6 years old - 15 minutes.

Rule "3-6-9-12"

It is important for parents to remember a simple rule:

up to 3 years no computer;

under 6 years old no prefixes;

no internet up to 9 years old;

up to 12 years old use the Internet with an adult.

After the lesson with the children, they spend gymnastics for the eyes.

- 1. Keep your head straight. Blink without straining the eye muscles, about 10 - 15.

- 2. Without turning the head (head straight) with closed eyes, look right at 1-4, then left at 1-4 and straight at 1-6. Raise your eyes up to 1-4, lower down to 1-4, and look straight at 1-6. Repeat 4-5 times.

- 3. Look at forefinger, removed from the eyes at a distance of 25 - 30 cm, at the expense of 1 - 4, then move the gaze into the distance at the expense of 1 - 6. Repeat 4 - 5 times.

- 4. At an average pace, do 3 - 4 circular motion v right side, the same amount in left side and, relaxing the eye muscles, look into the distance at the count of 1 - 6. Repeat 1 - 2 times.

The official website of the MBDOU "Kindergarten No. 2 of the combined type" of the city of Pikalevo: http://detsk-sad2.ucoz.com/

Institution's email address: [email protected]

QUESTIONNAIRE

1.

· I consider it possible to use them in kindergarten;

· Their use should be limited;

· Should not be used.

2.

· Watches videos, listens to audio stories;

· Plays;

· Deals with special children's developmental programs;

· The child is not allowed to use the computer.

3.

· I try, but it doesn't always work out. Rarely...

4.

· computer games develop the child's reaction speed, fine motor skills hands, visual perception of objects, memory and attention, logical thinking, hand-eye coordination ... (we are talking about games that have age recommendation);

A child who is familiar with the computer from childhood feels more confident, because he has access to the world modern technologies;

· No positive aspects in computer use.

5.

· I find interesting Internet resources for myself and my child;

· Active Internet user;

· No computer at home.

6.

1.yes; 2. no, this is the first time I've heard about the site.

Download:

Preview:

QUESTIONNAIRE

for parents on information computer technologies

Dear parents, please answer the following questions:

1. What is your attitude to the use of information computer technologies in kindergarten?

• I consider it possible to use them in kindergarten;
• their use should be limited;
• should not be used.

1. For which of the following does a child in your family usually use a computer at home?

• watching videos, listening to audio stories;
• plays;
• is engaged in special children's developmental programs;
• the child is not allowed to use the computer.

1. Do you follow what your child is doing at the computer?

• Not;
• I try, but it doesn't always work out. Rarely...

1. What points of use of ICT do you agree with?

• computer games develop a child's reaction speed, fine motor skills of hands, visual perception of objects, memory and attention, logical thinking, hand-eye coordination ... (we are talking about games that have an age recommendation);
• a child who is familiar with a computer from childhood feels more confident, because he has access to the world of modern technologies;
• no positive aspects of using a computer.

1. What could you say about yourself ...

• I find interesting Internet resources for myself and my child;
• Active Internet user;
• No computer at home.

1. Are you visiting the website of our institution?

1. Yes; 2. no, this is the first time I've heard about the site.

Thank you for participating in the survey.

Preview:

RESULTS

questionnaires of parents

on information computer technology

The questionnaire was attended by middle, senior and preparatory groups, parents actively answered the questions asked.

The questions offered to parents in the questionnaire were aimed at identifying their attitude to the use of information computer technologies in kindergarten and family, the level of computer skills by parents, ways of using ICT in the family.

Very important question about parents' knowledge and visit of the kindergarten website.

1. To the question "What is your attitude to the use of information computer technologies in kindergarten?" the opinions of parents were divided: only 11% believe that ICT should not be used in kindergarten, the rest is divided approximately equally by 45% and consider possible use ICT in preschool educational institutions, 44% believe that their use should be limited. This proves that most parents understand that the computer can provide some benefit in the learning process of the child. And it's really necessary to stick with established norms use of information computer technologies in kindergarten.

1. The question "For what of the following does a child in your family usually use a computer at home?" was asked to determine how parents see and use a computer at home. A positive moment has been revealed: children at home listen to audio stories, are engaged in special developmental programs. The answer option "plays" implies that the game does not have educational and developmental properties, therefore it makes you think about the quality of these games, since everyone understands that there are many low-quality games, the plots of which leave much to be desired (shooters, chases, murders). The fact that parents do not allow them to study on a computer at home can also be considered in different positions: restriction in order to protect from negative information and harmful radiation, on the other hand, limits the child's modern horizons, since already in the first grade of school textbooks contain certain tasks, the implementation which is impossible without a computer.

1. Very important question"Do you follow what your child is doing at the computer?"The answers of the parents can please us, since in most cases 90% of the parents closely follow the child, 10% admitted that they try, but they rarely succeed, which means that they cannot always control and restrict children from unnecessary information.

1. Question "What could you say about yourself ..."aims to understand how parents see themselves as Internet users. The results correspond to the trend of the times, since the computer has firmly entered our life, the vast majority of parents use a computer. Only 2% of respondents do not have a computer at home. At the same time, the same 2% are not opposed to the use of ICT in kindergarten.

1. The answer to the question "What aspects of the use of ICT do you agree with?"shows that, in general, parents correctly perceive the positive aspects of information computer technologies. Naturally, the use of ICT should be strictly dosed and used only in accordance with age. However, 5% of the parents surveyed do not see any positive aspects in using a computer.

1. The most revealing question "Do you visit the site of our institution?"

The institution's website has existed for almost a year, but only 27% know about its existence, it can be concluded that they did not receive sufficient information about it. Therefore, I suggest at the stands in groups to post an information sheet about the site and e-mail institutions.