Use of ICT at an early age. The use of information and computer technologies (ICT) in correctional, developmental and rehabilitation work with children with disabilities. Advantages of ICT in preschool educational institutions over traditional teaching methods

23.09.2019

Tatyana Kunygina
Methodological seminar "Formation of sensory perception using ICT"

« Formation of sensory perception in children with disabilities using ICT»

At preschool age, direct, sensory knowledge is the main source of knowledge about the environment. It is very important to take care of formation children have ideas about objects and things, about their existence sensory experience.

touch the development of children with mental retardation is significantly behind in time formation, passes unevenly and has its own peculiarities: they have difficulty examining items, highlighting the desired properties, in the designation of these properties, in a word. Processes their perceptions are slow, not selective enough, often fragmented and not generalized. Lack of processes perception delays the development of all cognitive activity of the child.

Relevance - on the slide.

So the topic formation and development of sensory perception occupies an important role in the cognitive development of children with mental retardation.

For example, I took the topic formation size ideas items, namely formation and consolidation of the concepts narrow - wide (narrower, wider).

Since the abbreviation ICT sounds in the topic of my speech, it is understood here use of interactive games. As a basis, I took games for the development of visual abilities developed by the Samara Institute of Correctional Pedagogy, and in particular Remezova and Bukovtsova. This developmental program was developed for children with visual impairment, but we adapted it for children with mental retardation, namely - use only the initial stages are in progress (games).

Completely, of course, this wonderful program cannot replace the entire process formation of sensory representations, but to play the role of a motivational and encouraging stimulus is quite.

But let's start in order.

Formation of sensory perception proceeds according to a certain plan, one might say, in stages.

At the very beginning, we select such didactic material, objects that would differ from each other in only one feature. Moreover, this sign should act in contrast. - we used bracelets, one color, one material - which accompanied the children for one week. (talk about bracelets)

Refinement or formation feature should take place on handouts, natural objects, and those in which this feature protrudes in relief and in which these items differ from each other (all other features are the same). For example, wide and narrow ruler (length, thickness are the same). We used scarves, rulers, pencil boxes (various in width).

Then a few more signs are added to the selected material, for example, a different color and an already fixed concept. (length). used visibility with subject images.

Use practical activities - Children are invited to color ( for example: paint a narrow scarf in blue, and a wide scarf in red, cut out narrow and wide strips of paper and, for example, lay out a fence.

It is very important to teach students to compare objects, applying them to each other or laying one on top of the other. - method applications and overlays.

It is equally important, I think, that it is necessary to create such a life situation, thanks to which the children would understand that they have objects of different sizes in front of them, and that this feature must be taken into account when solving a specific life task. For example, a river, two bridges - narrow and wide. Which bridge will the truck drive over? Of course, on a wide one, because if she goes over a narrow bridge, she will fall and the driver and the car will drown.

And, finally, we consolidate all the knowledge gained through an interactive game, observing, of course, the protective regime.

I use computer only in individual work with children.

They already know that at the end of the week they will consolidate the material covered either with using interactive games or interactive presentations.

Progress does not stand still and we, educators, must adapt to these conditions, to new devices and gadgets. But everything is within reason.

A little about the program - games.

You can run the game and show.

Can show video

At using this technology:

The motivation of children increases, all exercises are performed in an entertaining and playful way. form, and it is known that children with disabilities are characterized by rapid fatigue and exhaustion.

No need to produce a large amount of handouts;

The effectiveness of training increases, the time for completing tasks decreases.

Teach children to work according to the model, contribute to the development of observation;

May be used as a means of pedagogical diagnostics.

Thanks for attention.

Related publications:

“Say a word” (“Yolochka”). A joke game for the formation of phonemic perception. The classical tasks of the formation of phonemic perception are: - recognition of non-speech sounds; - Distinguishing height, strength, timbre.

The development of sensory perception in children of primary preschool age in a preschool educational institution"Development of sensory perception in children of primary preschool age in a preschool educational institution" Purpose: to create conditions for the sensory education of children.

Didactic game as a means of developing sensory perception Didactic game as a means of developing sensory perception. Educator: Urusova. N. S. city. Podporozhye. Preschool is.

Explanatory note: Sensory development of a child is the development of perception and the formation of ideas about the external properties of objects:.

Methodological seminar "Construction as a means of developing the personality of a preschool child." Methodological seminar "Construction as a means of developing the personality of a preschool child."

Methodological seminar for the competition "Teacher of the Year-2017" in the nomination "Educator of the Year-2017" Methodological seminar for the competition in the nomination "Educator of the Year" Good afternoon, dear members of the jury, colleagues. The alarm goes off early, I'll get up.

State Budgetary Educational Institution of the Samara Region Basic Comprehensive School No. 21 of the City of Novokuibyshevsk, Novokuibyshevsk City District, Samara Region, Structural Subdivision "Kindergarten "Friendly Family"

Milyutkina N.N., Platonova O.N. The use of ICT in the speech development of young children // Sovushka. 2015. N1..2015.n1.00012.html (date of access: 07/06/2019).

Modern life cannot be imagined without computer technology. The advantages of computer learning are undeniable, and the need for mastering computer literacy for those who will live in the 21st century is obvious. One of the main processes that characterize modern society is informatization. Knowledge of new information technologies is on a par with such qualities as the ability to read and write.
Modern preschool education is the first step in the unified system of education in Russia. This provision is enshrined in the Federal Law "On Education" and in the State Standard for Preschool Education (FSES). One of the requirements of the principles and objectives of teaching and educating preschool children is the variability and diversity of the content of organizational forms of preschool education, taking into account the educational needs and abilities of pupils.
As preschool educators, we need to adapt to the new information age. Today, almost all teachers use computers, both for self-education and for searching for new information, exchanging experiences, and teaching children in the classroom. The use of a computer opens up unlimited possibilities for the teacher, new prospects in the search for improving the educational process. In your work, you can use the computer as a tool:

creation of an electronic library
e-portfolio
Piggy bank of didactic games
creating presentations for parents and children

In modern conditions, with the widespread introduction of new information technologies, the problem of the development of a child's speech remains relevant. After all, the further mastery of knowledge and the full development of children depend on the level of development of speech abilities. I think many will agree that modern parents read little and reluctantly to their children, do not encourage them to dialogue speech, therefore the speech of children is not particularly expressive, children often allow agramatism in their speech (impaired ability to use the grammatical structure of speech), limited to monosyllabic answers. To increase speech development, the use of computer technology comes to our aid as one of the sources of motivation. One of the most important lines of the child's cognitive-speech development consists in the gradual transition from more elementary forms of thinking to more complex ones. Thanks to the multimedia method of presenting information, the following results are achieved:

children more easily learn the concepts of shape, color and size;
the concepts of number and set are more deeply comprehended;
the ability to navigate on a plane and in space arises faster;
trains the efficiency of attention and memory;
learn to read and write earlier;
vocabulary is actively replenished;
fine motor skills develop, the finest coordination of eye movements is formed.
the time of both a simple reaction and a choice reaction decreases;
purposefulness and concentration are brought up;
develops imagination and creativity;
elements of visual-figurative and theoretical thinking are developing.

Young children actively strive for cognitive and intellectual communication with adults. This is manifested in the numerous questions of children to the teacher: "Why?", "Why?". Children show interest in games designed for the interactive whiteboard, prefer different types of games. For this, various methods and techniques are used: - method of generalization, analysis, comparison, classification, formulation of concepts.
When preparing for GCD, I use electronic educational resources:

a) multimedia presentations (animation, sound, image, drawings, digital camera);
b) Internet resources;
c) electronic encyclopedias.

It is possible to formulate the requirements for a teacher working with the use of I.K.T:

know the basics of working on a computer;
the basics of working on the Internet;
have skills in working with multimedia programs.

Multimedia presentations allow presenting educational and developmental material as a system of bright reference images, in an algorithmic order.
In this case, various channels of perception are involved, which makes it possible to store information not only in a photographic, but also in an associative form in the memory of children.
The presentation of material in the form of a multimedia presentation reduces the time for memorizing new things, frees up the resources of children's health, which is prescribed in the Federal State Educational Standard.
Practice has shown that subject to the systematic use of presentations in combination with traditional methods of child development, children significantly increase their interest in cognitive and playful, speech activities.
The use of a computer affects the motivation of children, shows its originality, asks questions, which in turn has a positive effect on the development of speech. This is due to the presence of elements of entertainment and games, which is the strongest means of increasing motivation. Information technologies allow not only to recreate the real situation, but also to show processes that cannot be seen in reality. After all, multimedia makes it possible to present information not traditionally, but with the help of photos, video graphics, animation, and sound. Children are attracted by the novelty of these activities. An atmosphere of real communication is created in the group, in which children seek to express their emotions from what they see in their own words, perform the proposed tasks with a desire, and show a strong interest in the new. For greater efficiency, presentations are built taking into account individual age characteristics, they include animated pictures, game elements, fairy tales. The organization of the educational process with the use of ICT in directly educational activities contributes to a high degree of efficiency for the development of all aspects of speech. This is a long, continuous work that prepares children for life in conditions of unlimited access to information. Thus, the use of ICT in preschool education is necessary, it contributes to an increase in interest in learning, the comprehensive development of children.
And no matter how positive, huge potential information and communication technologies have, they cannot and should not replace live communication between a teacher and a child.

Bibliography:

Gorvits Yu., Pozdnyak L. Who should work with a computer in kindergarten // Preschool education. 1991. No. 5.
Kalinina T.V. Preschool management // New information technologies in preschool childhood. M.: Sfera, 2008.
Management of innovative processes in preschool educational institutions. M.: Sfera, 2008.
Yakovlev A.I. Information and communication technologies in education. 2005.
Belaya K.Yu. The use of modern information technologies in preschool educational institutions // Modern preschool education. Theory and practice. 2011. No. 4. From 12-13.
Kalinina T.V. Preschool management // New information technologies in preschool childhood. M.: Sfera, 2008. 36 p. P.23.
Krapivinko A.V. Multimedia and sensation perception technologies. M.: BINOM Laboratory of Knowledge, 2009. 271 p.
Shamanskaya N. Interactive methods // Preschool education. 2008. No. 8.
Gorvits Yu.M. New information technologies in preschool education.

Sensory education serves as the basis for cognition of the world, the first step of which is sensory experience.

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The use of ICT in the sensory development of young children Group № 1 Mayorova I.A. 2017

Sensory development is the development in a child of the processes of perception and ideas about objects and phenomena of the world around him. For it to take place fully, purposeful sensory education is necessary. Sensory education serves as the basis for cognition of the world, the first step of which is sensory experience.

The leading activity and the basis for the formation of a child under 3 years old is an object game. With children of this age, games are held, in which the assimilation of any material proceeds unnoticed by the kids, in practical activities. Therefore, the main thing at that age is the enrichment of sensory experience necessary for the full perception of the world around us, and, first of all, the replenishment of ideas about the properties of objects: their color, shape, size of surrounding objects, position in space.

Thanks to the multimedia method of presenting information, the following results are achieved: children learn the concepts of shape, color and size more easily; deeper understanding of the concepts of number and set; the ability to navigate in space and on a plane arises faster; trains the efficiency of attention; vocabulary is actively replenished; fine motor skills develop, the finest eye coordination is formed; develops imagination and creativity.

Advantages of ICT over traditional teaching aids: improving the efficiency of the educational process; graphic, textual, audiovisual information is simultaneously used; use of animation; the possibility of modeling life situations.

In early childhood, the child is especially sensitive to sensory inputs. Omissions in the formation of the sensory sphere of the child in the early stages of his development are compensated with difficulty, and sometimes irreparable. Therefore, the importance of sensory development at an early age cannot be overestimated. It is this age that is most favorable for improving the activity of the sense organs, accumulating ideas about the world around us.

Let's get to know: Color: Shape: Yellow color Red color Blue color Green color Square Circle Triangle Didactic games: color Didactic games: shape

Yellow

Red color

Blue color

Green color

Didactic games 1. Didactic game: "Decorate the Christmas tree". Purpose: - development of sensory perception in young children. Objectives: To teach children to distinguish colors and use color names in speech. Game progress: Invite the children to decorate the Christmas tree with red toys (yellow, blue, green)

Correct answer

Didactic game. Description: A lesson in distinguishing and naming qualities. Purpose: To teach children to select objects based on color, name them. Equipment: - homogeneous objects (balls, corks) of different colors (blue, yellow, red, green) - four boxes (buckets) to match the color of the corks. Game progress: Arrange the balls (corks) by color so that all the children can see, and say: "I will put a red ball in a red box, I will put a blue ball in a blue box!" And so on, until all the balls are placed in boxes of the corresponding color . Children can first put the balls of one and then another color or lay them out randomly.

Triangle

Didactic game: D. I. "Hide the mouse" Purpose: To develop the ability to correlate the shape, color and size of the slots and liners. Develop attention, thinking. Rules of the game: The teacher shows the children in which houses the mice settled. - The mice are now looking out the windows. The windows are different for everyone: round, square, triangular. The mice close these windows only at night, when they go to bed or when they see a cat nearby. Imagine that night has come and the mice need to close the windows. Close so that the shape of the window matches the shape of the lid so that they are tightly closed. It's morning, open the windows. But, here comes the cat. Hide the mice quickly so that the cat does not eat them. The cat left because it didn't find a single mouse. The game is played 2-3 times.

The didactic game "Frames and Inserts" develops the ability to recognize and distinguish between the shape of flat figures and their position on the plane (visually and by touch); introduces geometric terminology - the names of figures. The game is a set of square frames-plates. In the center of each of them, a round, triangular, square hole is cut out, which is closed with an insert lid of the same shape and size, but of a different color.

The study of magnitude. Stringing homogeneous objects of different sizes; laying out objects according to the principle of "matryoshka"

Improvement of fine motor skills Lacing; Clothespin games; Mosaic; Finger Theatre.

To develop hearing, you can use the following techniques: use various toys that make sounds to play: squeakers, rattles, plastic bottles filled with pasta or various cereals, buttons, etc .; walk with children in a group and focus on what sounds objects make (for example: a clock, a bell, the sound of water); while walking, also listen to birds singing, the noise of cars; listen to pleasant music with the child; play hide and seek using those objects that can make sounds; you can tell poems, fairy tales, sing lullabies. Thus, the child develops phonemic hearing well; Draw the child's attention to the sounds that are heard in the group room.

Didactic game: "What sounds" Purpose: - To develop stable auditory attention, the ability to distinguish instruments by ear by their sound. - Develop the ability to switch auditory attention. Equipment: Drum, tambourine, pipe, bell. Game progress: The teacher shows the child musical instruments in turn, clarifies their names and introduces them to their sound. When the teacher is convinced that the baby has learned the name and remembered the sound of the instruments, the toys are removed behind the screen. The teacher repeats the game on different instruments there, and the kid tries to guess by the sound, "whose song is heard."

Card file of didactic games on the sensory development of young children

1. "Find the same object" To play, you will need several pairs of objects that are the same in shape, color and size. We offer the child to select identical copies. At first, there should be few things, over time we increase their number. Helps stimulate attention and sensory abilities. 2. “Spread out by color” The game requires objects of different colors, for example, cubes, mosaics, Lego constructor. We invite the child to arrange all these things by color. In the process, the baby gets acquainted with the concept of color and its diversity. 3. "What rang?" You will need various things, toys with which you can create sounds (paper, drum, bell, pipe, spoons, xylophone). We show the baby each object and reproduce its sound. Then we hide the toys behind the screen and make noise with one of the objects. We open the screen and offer to show what sounded. This fun stimulates auditory attention, and, consequently, musical ear.

4. "Paired pictures" The purpose of the game is to teach kids to compare the objects around them according to the totality of distinctive features, as well as according to their purpose. To do this, children are offered a special set of colorful paired pictures with attractive and varied content. The content of the pictures meets the natural need of children to join the surrounding reality - objective, natural and social. 5. "Make pairs by color" Purpose: the ability to select pairs based on a similar sensory attribute; develop visual perception.

6. "Inserts" PURPOSE: to be able to perform actions with geometric shapes (circle, square, triangle), insert shapes, develop memory, thinking, attention. Guide: the game is played with a subgroup of children of 4-5 people. The teacher first shows geometric shapes, names them and shows the children how to insert them into stencils. During the game, constantly fix the name of the figures - circle, square, triangle. 7. "Find the same flower" Purpose: to continue to develop the sensory abilities of children, fix 4 primary colors, the ability to name flowers by showing. Guide: the game is played with 4-5 people. First, the teacher shows the children large illustrations of flowers of different colors. Children tell what color these flowers are. Then the teacher distributes 4 small cards to the children, having examined them, offers to show the same flower that the teacher shows.

8. "One - many" Purpose: To develop the first mathematical abilities, develop attention, thinking, the ability to distinguish the color of objects. Guide: Games are played with 2-3 children. The teacher shows pictures of toys on the magnetic board - one, many, fixes the color. Then he invites the children to find and attach the same pictures according to the show. 9. “Multi-colored balls and clothespins” Purpose: To continue to develop the small muscles of the hands, consolidate knowledge of color, develop attention, imagination. Guide: The game is played with 2-3 people. The “grandmother” comes and complains that the kittens have unwound all the balls, invites the kids to wind up each ball, and then hang the clothespins on the handle of the basket. Engage children in ongoing activities.

10. "Big, smaller, small" Purpose: To continue to form the ability to distinguish between geometric shapes in size, develop speaking, thinking, memory, and the ability to distinguish between primary colors. Guide: The game is played with 2 children. The teacher shows a set of geometric shapes (circle, square, triangle) of different colors, and offers to show first a large figure, a smaller one, then a small one. You can complicate the game with questions: “Show a small red triangle”; "Big yellow circle"; “Smaller yellow square”, etc. at the discretion of the teacher's imagination. 11. “Show the same” Purpose: To continue to consolidate the ability to find the desired geometric shape (circle, square, triangle), develop thinking, colloquial speech, the ability to name the color of the figure. Guide: The game is played with 2-3 people, as it is necessary to focus the attention of children. Bunny comes to visit and brings a box with geometric shapes, asks the children to tell what it is. First, the teacher separately shows the figure and its color. Then he distributes sets of figures to children and, according to his own show, asks to show the child, constantly involving him in speech activity.

12. "Red, yellow, blue, green" Purpose: To form the ability to distinguish, name and show pictures by the color of objects, develop the sensory abilities of children. Guide: The lesson is conducted with 5-6 people. Each child has an image of objects on the table (toys, flowers, clothes of different colors). The teacher shows either a picture of a certain color or an object of the same color. The child must show his picture with the same image and color. 13. “Find a bucket for a nesting doll” Purpose: continue to fix and name 4 primary colors, develop thinking, memory, and speaking. Guide: The game is played with 2 children. A set of nesting dolls of red, green, blue color and, accordingly, the same color buckets are divided. First, the teacher shows which bucket each nesting doll needs. Then he invites the children to find a bucket for a nesting doll, to fix the name of the color of the nesting doll dress and bucket, to involve children in speech activity with various questions.

14. "Colored Dominoes" Purpose: To continue to develop the sensory abilities of toddlers by looking for an object of a given color, fixing 4 primary colors. Guide: The game is played with 4-5 children. 2-3 colored dominoes are distributed to everyone. It is suggested that the children lay out the path, looking for dominoes of the same color as the color of the dominoes that the previous child laid. 15. “Laying out homogeneous objects of different sizes” Purpose: To learn to find the same geometric shapes (circle, triangle, square), but of different sizes. Guide: The game is played with 4-5 children, each has planar images of a circle, triangle, square of different sizes and can be of different colors. The teacher offers to pick up their geometric shapes according to the show.

"The ability to learn new facts is inversely proportional to age" (Glenn Doman)

Importance of using ICT in the development of preschoolers

In the conditions of the modern development of society and production, it is impossible to imagine a world without information resources, no less significant than material, energy and labor resources. A priori, that the modern information space requires computer skills not only in elementary school, but also in preschool childhood.

Today, information technologies significantly expand the capabilities of parents, teachers and specialists in the field of early education. The possibilities of using a modern computer allow most complete and successful realize the development of the child's abilities.

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

The ability of a computer to reproduce information simultaneously in the form of text, graphics, sound, speech, video, to memorize and process data with great speed allows specialists to create new means of activity for children that are fundamentally different from all existing games and toys. All this imposes qualitatively new requirements on preschool education, the first link in continuous education, one of the main tasks of which is to lay the potential for enriched development of the child's personality.

Therefore, it is necessary to introduce information technologies into the system of preschool education and training.

Practice has shown that at the same time, the interest of children in classes increases significantly, the level of cognitive abilities increases.

The use of new unusual methods of explanation and consolidation, especially in a playful way, increases the involuntary attention of children, helps to develop voluntary attention. Information technology provides a person-centered approach. The capabilities of the computer allow you to increase the amount of material offered for review. In addition, preschoolers should repeat the same program material many times, and the variety of presentation forms is of great importance.

Outside of class, computer games help to consolidate children's knowledge; they can be used for individual lessons with children who are ahead of their peers in intellectual development or lagging behind them; for the development of mental abilities necessary for intellectual activity: perception, attention, memory, thinking, development of fine motor skills.

Computer programs teach to independence, develop the skill of self-control. Young children require more help with tasks and step-by-step confirmation of their actions, and automated control of correctness frees up the teacher's time for parallel work with other children.

The computer can enter a child's life through play. The game is one of the forms of practical thinking. In the game, the child operates with his knowledge, experience, impression, displayed in the social form of the game modes of action, game signs that acquire meaning in the semantic field of games. The child discovers the ability to endow a neutral (up to a certain level) object with play meaning in the semantic field of play. It is this ability that is the main psychological basis for introducing a computer into the game of a preschooler as a game tool.

In the course of the game activity of a preschooler, enriched with computer tools, mental neoplasms arise (theoretical thinking, developed imagination, the ability to predict the result of an action, design qualities of thinking, etc.), which lead to a sharp increase in the creative abilities of children.

Compared with traditional forms of teaching preschoolers, the computer has several advantages:

presenting information on a computer screen in a playful way causes a huge interest;
carries figurative type of information understandable to preschoolers;
movements, sound, animation attracts for a long time Attention child;
problematic tasks, encouraging the child to solve them correctly by the computer itself is an incentive cognitive activity children;
allows individualization learning;

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

in the course of his activities at the computer, the preschooler acquires self-confidence, in that he can do a lot;
allows simulate such life situations that cannot be seen in everyday life (rocket flight, flood, unexpected and unusual effects);
the computer is very "patient", never do not scold the child for mistakes, but waits for him to correct them himself.

Applications of ICT for preschool development

The use of a computer for the education and development of young children can be conditionally divided into direct and indirect.

1. Mediated learning and development

a) Use of the global Internet

Modern education is difficult to imagine without the resources of the Internet. The Internet has a huge potential for educational services. E-mail, search engines, electronic conferences are becoming an integral part of modern education. On the Internet, you can find information on the problems of early learning and development, about innovative schools and kindergartens, foreign institutions for early development, and establish contacts with leading experts in the field of education.

Therefore, in recent years, there has been a massive introduction of the Internet not only in school, but also in preschool education. The number of information resources in all areas of education and development of children is increasing.

The Internet is indeed becoming available for use in the educational process. The opportunities provided by network electronic resources allow solving a number of tasks that are relevant for specialists working in the system of preschool education.

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

Secondly, it is a variety of illustrative material, both static and dynamic (animations, video materials).

Thirdly, in the information society, network electronic resources are the most democratic way to disseminate new methodological ideas and new didactic manuals, available to methodologists and teachers, regardless of their place of residence and income level.

The use of Internet resources makes it possible to make the educational process for older preschoolers informative, entertaining, and comfortable. Information and methodological support in the form of electronic resources can be used during the preparation of a teacher for classes, for example, to study new methods, when selecting visual aids for a lesson.

Of interest to educators may be the electronic version of the magazine "Preschool education" - http://dob.1september.ru/ . Here you can find articles on creative, sensory, speech and other types of early childhood development. Among the headings on the site are interesting: children's world; parental consultation; workshop; game library; be healthy, grow big; bookcase; school of nature; psychological school, etc.

A useful resource is a selection of materials Festival of Pedagogical Ideas held by the Publishing House "First of September" - http://festival.1september.ru/, where educators and teachers from all over Russia share their pedagogical findings. This year, materials for all previous years are placed on one site, which facilitates and speeds up the search. True, inside the page "Preschool Education" the material is not arranged by headings, which would speed up the search, but in alphabetical order.

The site http://bukvar.edu.ru can serve as an assistant for the development of preschoolers

Here you can find an illustrated dictionary for the development of the speech of older preschool children and story albums.

The Illustrated Dictionary for Speech Development is a resource addressed both to teachers preparing older preschool children for school and to preschoolers themselves. It is mainly designed to increase the vocabulary of children; it can be used as didactic materials in teaching children to read.

The illustrated dictionary can provide the teacher with the following options:

selection of illustrations for a given topic,
selection of illustrations for words containing a specific letter at the beginning, in the middle or at the end of a word,
viewing selected illustrations and downloading them to a personal computer.

Story albums for the development of speech are designed to develop coherent speech of children.

Electronic albums provide the teacher with the following opportunities:

selection of illustrations for download (for printing),
view selection,
typing and saving texts of stories compiled from pictures.

Electronic teaching aids are designed specifically for preschool children. They will help you learn the lettering and learn to read. These developments fully take into account the mental and cultural and social characteristics of children's comprehension of such a cultural phenomenon as a word and word composition.

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

b) Use of a computer for record keeping.

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

An important aspect of using a computer is maintaining a database. by books. Today, a very large number of books on the upbringing and development of children have appeared, many books reflect integrated approaches to education, others reflect the development of a certain quality, differentiating age categories, etc. It is difficult to navigate the literature without a database.

2. Direct teaching.

a) Use of developing computer programs

The capabilities of the computer make it possible to increase the amount offered for

familiarization of the material. A bright luminous screen attracts attention, makes it possible to switch children's audio perception to visual, animated characters arouse interest, as a result, tension is relieved.

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

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

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

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

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

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

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

4. Games-travelling, "rpg".

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

For the development of preschoolers, you can use the series of programs "Fun Lessons", produced by the company "New Disc".

The use of such programs allows not only to enrich knowledge, to use a computer for a more complete acquaintance with objects and phenomena that are outside the child's own experience, but also to increase the child's creativity; the ability to operate with symbols on the monitor screen helps to optimize the transition from visual-figurative to abstract thinking; the use of creative and directing games creates additional motivation in the formation of educational activities; individual work with a computer increases the number of situations that a child can solve independently.

b) Use of multimedia presentations

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

The purpose of such a presentation of developing and educational information is the formation of a system in children mental images. The presentation of material in the form of a multimedia presentation reduces the time of learning, frees up the resources of children's health.

The use of multimedia presentations in the classroom makes it possible to build an educational process based on psychologically correct modes of functioning of attention, memory, mental activity, humanization of the content of education and pedagogical interactions, reconstruction of the learning and development process from the standpoint of integrity.

3. Preserving the health of children when working with a computer.

Speaking about the use of a computer by young children, the question arises of maintaining health and vision. It is reasonable to make time limits for studying with a PC, but involuntary attention in children of this age is very small (10-15 minutes), therefore, as a rule, children cannot stay at the computer for a long time. A normally developing child at this age moves 70-80% of the time he is awake, so for now the question of "sitting" at the computer is not relevant.

Output

So, the use of information technology tools will make the process of learning and development of a young child quite simple and effective, free from routine manual work, and open up new opportunities for early education.

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