Runny nose

The use of multimedia presentations in direct educational activities with preschool children. Using multimedia in kindergarten

“ICT in the work of preschool educational institutions” - Multimedia method of presenting information. Use of multimedia presentations. The use of computer slide presentations in the learning process. Possibility of individualization of training. Multimedia presentations. What is the need for information technology? Experts identify a number of requirements.

“Organization of educational activities in preschool educational institutions” - Ideal GCD. GCD lesson. Types of motivation GCD. Principles of educational activities. Participation of all children. GCD criteria. Features of the organization of GCD. Features of children's development. Innovative technologies. Conversation. Pupil. Basic forms of educational activities. Observation. New approaches to organizing educational activities of preschool educational institutions.

“Development of preschool education” - Cooperation and interaction with parents. Preschool educational institution. Preschool education. Indicators of the specific activities of preschool educational institutions of different types. New approach to organization pedagogical process. Changes in forms and methods interaction between preschool educational institutions with the families of the pupils. Multifunctional, developing system.

“Innovations of preschool education” - Project implementation stages. Work training programs. Project name. Innovations in preschool educational institutions. Project method in preschool educational institutions. Innovative project for kindergarten. Magic astronomy. Innovation. Preschool education – traditions and innovations. Project work plan.

“Technologies for teaching preschoolers” - The role of an adult in the game. Classification of children's games. Outdoor and sports games. Gaming technology. Technologies used by teachers. Personality-oriented technologies. Technologies for preserving and promoting health. Information Technology. Corrective technologies. Types of projects. Developmental technologies.

"The Role of Preschool Education" - Skills. Agreement. Social infrastructure. Bilingual private kindergarten. Individual approach. Preschool education. The role of non-state subsidiaries. Job growth. Economic arguments. Walking distance problem. Investments and nurseries.

There are 15 presentations in total

Larisa Kalacheva
Using multimedia in kindergarten

Using multimedia in preschool educational institutions

Usage information technologies in educational DOW process- one of the new and current problems in domestic preschool pedagogy. The relevance of its solution is due to the urgent need to modernize the preschool education system and improve its quality.

Scientists note that usage information technology in joint and independent activities of adults and children is one of the effective ways to correct existing problems in mental and personal development baby: activate and restore higher mental functions, increase the motivation of activity and its regulation by the child. In addition, they are a means of ensuring the individualization of education and training of students.

Currently one of the most dynamically developing and promising directions information computer technologies are multimedia technology. This term came to us from English (multimedia - from multi- a lot and media - environment)

Multimedia, as noted in the literature, is a set of hardware and software that allows you to enter into a computer, process, store, transmit and display such types of data as text, graphics, animation, digitized still images. images: video, sound, speech.

What multimedia we use in working with children and parents? These are a digital camera, a video camera, a voice recorder, projectors, computers, and a printer. Moreover, some types of this most complex technology can be used not only by teachers, but also by preschoolers themselves under their guidance.

Multimedia technologies are used both in working with children and with parents.

Spectrum used Teachers in the educational process of information resources today are very diverse. First of all, these are computer educational programs for children. These include the program "Soon to school" It contains a set of exciting games-tasks, which, combined with colorful illustrations, exciting stories, and animation, contribute to the development mental processes children: speech, memory, imagination, thinking, expanding their horizons. The program is very popular among children and adults "Land of Knowledge". It is intended not only for collaboration between teachers and children, but also for independent work preschoolers on the computer. The program includes interactive educational games that describe the adventures of various characters with whom various events occur. The advantage of this program, in our opinion, is the fact that the games have different levels, so children can independently achieve different results in it. The games presented in this program do not require complex technical skills from preschoolers, in particular keyboard skills. By clicking the mouse, children move various objects on the screen. In addition, the program also provides a system of hints that allows the child to find the correct answer without the help of an adult. Thus, teachers have the opportunity to organize individual lessons for a child with a computer at a pace suitable for him, and help children master practical ways of working with information.

However, it is important to note that not always available computer programs can be used use in working with preschoolers. As a rule, various games and presentations located in open access on the Internet do not correspond in their content to didactic principles (primarily the principle of scientificity, taking into account the age characteristics of children, are aimed at developing aggressiveness, cruelty, and violence in children. Therefore, experts are developing and actively use author's thematic multimedia presentations. Presentations allow you to immerse the child deeper into the subject of study, create the illusion of involvement and empathy with the object being studied. Children are happy to immerse themselves in the topic and talk at home about what they saw on the screen.

Practice shows that creating presentations takes a lot of time, since you need to find the necessary illustrative material, think over its location, and technical design. Teachers are helped out in their search for information multimedia encyclopedias. In these disks they use not only illustrations, videos, but also texts that have already been adapted for children's perception.

At preschool educational institution multimedia means and technologies also are used V project activities.

During project activities with using multimedia the following are decided tasks: development creativity, creating conditions for social self-expression of children, introducing teachers and parents to computer technologies, digital technology, teaching children photography skills, forming initial ideas children about the professions of journalist, correspondent, TV presenter.

Publications on the topic:

Using attributes in holding holidays and entertainment in kindergarten A holiday in kindergarten is a bright event in the lives of children, which is remembered for its surprises and unusualness. Children love holidays because...

Using music therapy in kindergarten Informational and thematic message for educators Prepared by the music director of MBDOU No. 46 Kiryakova I.V. Music therapy.

The purpose of the classes: to develop children's creative abilities, imagination, imagination through non-traditional drawing, to create conditions for...

Using waste material in kindergarten Structural unit MBU "Lyceum No. 51" kindergarten "Rechenka" Fedotova N. N. Knyazeva A. V. Our experience of working with children shows that for.

Today there is a lot of talk about the need to introduce innovative technologies. In education, innovative technologies are primarily called upon.

When working with preschoolers, the use of multimedia technologies (color, graphics, sound, modern means video technology) allows me to simulate various situations and environments. The game components included in the multimedia programs activate the cognitive activity of my students and enhance the assimilation of the material. Using a computer in preschool educational institution possible and necessary, it helps to increase interest in learning and develops the child comprehensively.

Modern computer technologies provide enormous opportunities for the development of the educational process. Also K.D. Ushinsky noted: “Children’s nature requires clarity.” Now these are no longer diagrams, tables and pictures, but a game closer to children’s nature, even if it is scientific and educational. The clarity of the material increases its absorption, because All channels of perception of children are involved - visual, mechanical, auditory and emotional.

Multimedia – is a means or instrument of cognition in various classes. Multimedia contributes to the development of motivation, communication skills, acquisition of skills, accumulation of factual knowledge, and also contributes to the development of information literacy.

Multimedia such as slide, presentation or video presentation already available for a long time. The computer is now capable of manipulating sound and video to achieve special effects, synthesizing and playing sound and video, including animation, and integrating it all into a single multimedia presentation.

Reasonable use of visual teaching aids in the educational process plays an important role in the development of observation, attention, speech, and thinking in preschool children. In classes with children, teachers use multimedia presentations, which make it possible to optimize the pedagogical process, individualize the education of children with different levels of cognitive development, and significantly increase the effectiveness of teaching activities.

In working with parents multimedia can be used when designing visual material, during parent-teacher meetings, round tables, mini-teaching councils, workshops, talk shows, surveys. The use of ICT makes it possible to diversify communication and increase the interest of adults in obtaining useful information about raising children.

When holding teacher councils Teachers' reports are supplemented with multimedia accompaniment. Presentations for reports include both text accompaniment and videos, diagrams and charts.

Using multimedia presentations

The basis of any modern presentation is to facilitate the process visual perception and remembering information using vivid images. The forms and place of use of a presentation (or even a separate slide) in a lesson depend, of course, on the content of this lesson and the goal set by the teacher.

The use of computer slide presentations in the process of teaching children has the following advantages:

implementation of polysensory perception of material;
the ability to demonstrate various objects using a multimedia projector and projection screen in a greatly enlarged form;
combining audio, video and animation effects into a single presentation helps compensate for the amount of information children receive from educational literature;
the ability to demonstrate objects that are more accessible to intact perception sensory system;
activation of visual functions and visual abilities of the child;
Computer presentation slide films are convenient to use for displaying information in the form of printouts in large font on a printer as handouts for classes with preschoolers.

The use of multimedia presentations allows you to make classes emotionally charged, attractive, arouse keen interest in the child, and are an excellent visual aid and demonstration material, which contributes to the good performance of the class. Thus, the use of multimedia presentations in classes in mathematics, music, familiarization with the outside world ensures the activity of children when examining, examining and visually identifying the signs and properties of objects; methods of visual perception, examination, and identifying qualitative, quantitative and spatio-temporal elements in the objective world are formed. signs and properties, visual attention and visual memory develop.

Thus, the use of computer technology makes it possible to optimize the correctional pedagogical process, individualize the education of children with developmental disorders and significantly increase the efficiency of any activity.

In addition, in the process of conceiving and creating new tasks for correctional and developmental classes using a computer and a multimedia projector, the teacher’s creative qualities are developed and improved, and his level increases. professional competence. The desire of an adult to diversify children’s activities, to make classes even more interesting and educational, takes them to a new level of communication, mutual understanding, and develops personal qualities children, contributes to excellent automation of the skills acquired in the classroom at a new communicative stage of pedagogical and correctional influence. Thus, informatization of education opens up new ways and means of pedagogical work for educators and teachers.

Computer, multimedia - tools for processing information that can become powerful technical means training, correction, means of communication necessary for the joint activities of teachers, parents and preschoolers.

Using interactive equipment when teaching older preschoolers mathematics, music, and fine arts, it helps to consolidate and clarify specific mathematical content, helps to improve visual-effective thinking, translates it into a visual-figurative plan, and forms elementary forms logical thinking, develops a sense of color

The term “interactivity” comes from the English word inter action, which means “interaction”. Interactivity is a concept used in the field of computer science and communication. The use of information and communication technologies in kindergarten allows expanding the creative capabilities of teachers and has a positive impact on various aspects of the mental development of older preschoolers.

Usage interactive whiteboard helps develop in children: attention, memory, fine motor skills, thinking and speech, visual and auditory perception, verbal-logical thinking etc. Developmental activities using it have become much brighter and more dynamic. Interactive equipment allows you to draw with electronic markers. Ultrasonic and infrared technologies are used to accurately determine the location of the marker mark on the board. Using one of the electronic markers included in the kit, a teacher or child can highlight or underline the necessary information, which additionally attracts attention to it. To remotely control the operation of Windows applications, you can also use an electronic marker that replaces a mouse. Currently, there are many simple and complex computer programs for various areas of cognition of preschool children.

A lesson with one subgroup, including children’s activities at the blackboard, educational conversation, games, eye exercises, etc., lasts from 20 to 25 minutes. In this case, screen use should be no more than 7-10 minutes. At the same time, the main goal of the teacher is not to learn this or that computer program with children, but to use its game content to develop memory, thinking, imagination, and speech in a particular child. When working with an interactive whiteboard, teachers primarily proceed from long-term plan, topics and objectives of the lesson. Next, we look at how to make the most of your interactive whiteboard data. Thoughtful preliminary work is required: drawing up didactic tasks, drawing up slides necessary for conducting the lesson. It has been experimentally established that when presenting material orally, a child perceives and is able to process up to 1 thousand conventional units of information in a minute, and when the visual organs are “connected” up to 100 thousand such units. An older preschooler has better developed involuntary attention, which becomes especially concentrated when he It’s interesting when the material being studied is distinguished by clarity, brightness, and evokes in a preschooler positive emotions.

What skills are needed to use an interactive whiteboard: · Basic knowledge computer devices · Work in programs: Word, PowerPoint · Practice working on the Internet (to search for images, ready-made presentations and training programs).

So, let's consider the versatility of computer technology as a teaching tool with wide demonstration capabilities - using the example of composing stories based on pictures.

Task 1. This task can be completed in 3 ways. 3-4 pictures are displayed on the screen, representing a connected story. (1 – beginning, 2 – continuation, 3 – end) Children simply describe the events depicted in the pictures. In this case, each picture acts as the next chapter.
Task 2. Children are offered only one picture. The teacher asks the question: What happened before this? what could happen after? After the statement, a true story is offered and all the pictures are displayed on the screen.
Task 3. The teacher shows pictures on the screen that follow each other not according to the plot, but in a mixed up sequence. Children must put these pictures in order and then compose a coherent story.

This is the most difficult version of the work, which requires the child to have developed logical thinking to a certain extent. Next we will look at an example using 4-x. pictures.

Another example of the possibility of students working in dialogue mode during speech development classes:

Task 1. The toys are mixed up, the guys’ help is needed, they name what exactly they gave to Zoya and what to Sasha. (On the interactive board there is an image of a boy and a girl, toys)

Options:

“Whose toy?” Zoya doll. Sasha's robot.
"Greedy" My plane. My pyramid.
“Pick up, name, remember” What can you do with toys at home (in a store, in kindergarten)? Look, touch, choose, buy.

Task 2. “Let's help mom” It is necessary to arrange the food in appropriate dishes. Bread in the bread bin, sugar in the sugar bowl, milk in the milk jug.

Task 3. The next task introduces children to wintering birds: “Look and name

Options:

"Say it in one word"
“The magpie has white sides, which is why it is called the white-sided one.”
“Who gives the voice?”

The positive point is that the use of ICT is aimed at incorporating all analysis systems into operation.

Developing:

elements of visual-figurative;
theoretical thinking
The vocabulary is actively replenished.

The results of the lessons using computer program, V in this case PowerPoint, give positive dynamics to the development of children's speech.

PowerPoint presentations mean brightness, clarity, accessibility, convenience and speed of work. At the same time, interactive equipment is used in working with children of senior preschool age with unconditional compliance with physiological-hygienic, ergonomic and psychological-pedagogical restrictive and permissive norms and recommendations.

Using Internet resources and software such as e-books, multimedia encyclopedias, provide access to both the teacher and the student to a large amount of new information, which in traditional form (on paper) is practically impossible to implement. For example: Poems for kids; ABC for the little ones, etc. In their work, educators can use programs that work in the form of presentations.

The use of information technology in classes on speech development in preschool educational institutions makes it possible to overcome the intellectual passivity of children in the classroom and makes it possible to increase the effectiveness of the educational activities of the preschool educational institution teacher. It is an enriching and transformative factor in the development of the subject environment.

And, in conclusion, the use of computer technologies in the activities of a preschool teacher makes it possible to introduce innovative processes in preschool education, improve all levels of management in the field of education, expanding the possibilities of access to information resources.

The Federal Law “On Education in the Russian Federation” dated September 1, 2013 determined new status preschool education, which has become the level general education. A federal state educational standard for preschool education has been developed, which is a set of mandatory requirements to preschool education.

« The standard was developed taking into account the best that has been created in recent years in Russian preschool education. It tightens the requirements, first of all, for the professionalism of management and at the same time provides conditions for professional and personal growth in pedagogical creativity, aimed at ensuring that the lives of children and adults in preschool educational institutions are fulfilling and creative"[Vladimirova N. Yu. Analysis of the work on the introduction of the Federal State Educational Standard for preschool education // Pedagogical skills: materials of the V International Scientific Conference (Moscow, November 2014)]. I agree with this statement, from the teacher, his skill, creative approach to work, the quality of the educational process in preschool education also depends.

The use of multimedia technologies in preschool educational institutions is becoming a powerful technical teaching tool; it is a huge help for educators in developing classes, holidays, producing manuals, preparing information for parents, maintaining documentation, and preparing reports. Modern information Technology give us the opportunity to exchange experiences, get acquainted with periodicals, and select the necessary material for classes. Thus, ICT has widely entered into preschool education. It is impossible to conduct a lesson without using visual aids. My little experience has shown that classes using multimedia equipment have advantages over traditional ones.

Benefits of ICT

Of course, this does not mean that the use of information technology is limited to teaching children how to use a computer. This is only a means to make educational activities varied, rich, and the child becomes a direct active participant in it.

Currently, multimedia is one of the most dynamically developing and promising areas of information technology. They involve simultaneous use various forms presentation and assimilation of information through audio, video images, text animation. The use of multimedia technologies opens up new opportunities in organizing the educational process, in developing the creative abilities of students, and arouses interest in children due to the realism and dynamism of the material.

The presence of multimedia equipment in our kindergarten: a computer, an interactive whiteboard, a projector and a screen - enable educators and specialists to create an educational environment that is interesting and educational for children.

My work using multimedia equipment began with participation in the city media educational project “Vzglyad”. This project involves educators, speech therapists, teachers additional education kindergartens and school teachers from various parts of the city. The goal of the project is to solve the problems of spiritual and moral education through the implementation of thematic media programs using special media technologies for various age categories of pupils.

The teacher’s task is to, having selected media material, structure the discussion process in such a way that the consciousness of what kindness, compassion, love for others, friendship, etc., spontaneously awakens in the souls of children, and also to teach children to reason, express their opinions, learn to feel and empathize. The media materials in this project are cartoons, videos, audio recordings, etc. This project is also interesting for educators because the developed materials are available for use by all participants.

Information about the project can be viewed on the website http://view.nios.ru/node/1098

In my daily work I use multimedia technologies in the form of computer programs and presentations. We have the opportunity to create films or presentations, taking into account the characteristics of our students, the goals and objectives set in a particular lesson. The use of multimedia technologies allows you to simulate various situations from the environment social environment. The topics of multimedia presentations are very diverse. I widely use presentations in classes to familiarize myself with the world around me; they make classes more emotional, attractive, arouse keen interest in the child, and are an excellent visual aid and demonstration material, which contributes to the good results of the class.

Multimedia presentations, including animation, bright visuals, music and video effects with an interesting plot, are able to hold the attention of the most restless preschoolers. With the help of such techniques it is easy to create an atmosphere of travel, walks, and show the beauty native nature, cities, etc.

Using multimedia when working with fiction makes it possible to make each lesson unique, varied, and visual. I use audio recordings works of art, I demonstrate illustrations of famous artists for works, I select musical works on the topic. Literary quizzes are very interesting.

Convenient to use technological maps in sculpting and appliqué work. You can compose them yourself or use developed ones. Modern computer technologies make it possible to use traditional manuals, processing them and transferring them to a screen or interactive board.

Using an interactive whiteboard helps children develop: attention, memory, fine motor skills, thinking and speech, visual and auditory perception, verbal and logical thinking, etc. Developmental activities with its use become much brighter and more dynamic. Interactive equipment allows you to draw with electronic markers and fingers. I use an interactive whiteboard for classes on the formation of elementary mathematical concepts.

It is much easier for children to navigate space and remember the concepts of “left” and “right”; consolidate knowledge about geometric shapes and shapes, consolidate counting skills in the form of interesting interactive tasks. It is very convenient to use an interactive whiteboard for teaching children graphic dictations. They really enjoy tasks that challenge attention and logic using exercises created on the interactive whiteboard. Using an interactive board, you can simulate situations in which children remember the rules of behavior on the street and at home. In free activity, children are very interested in simply drawing on the board; they are fascinated by creating huge drawings, both individually and in groups. Small “shadow theater” sketches develop fine motor skills and train fingers.

When working with parents, we use multimedia in the design of visual material, during parent meetings, round tables, and project activities. We involve parents in preparing multimedia material for children to present to their peers. The use of modern technologies makes it possible to diversify communication (joint activities, holidays and games), to increase the interest of adults in receiving useful information about raising children and how the child spends his time in kindergarten.

I consider it appropriate to use modern information technologies in kindergartens, subject to the regulated and safe use of technology when working with preschool children.

Thus, multimedia equipment is an effective technical means with which you can significantly enrich the developmental process, stimulate individual activity, and develop cognitive processes children and broaden their horizons, educate a creative personality adapted to life in modern society.

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

MINISTRY OF EDUCATION AND SCIENCE OF THE PERM REGION

GBPOU "KUDYMKARY PEDAGOGICAL COLLEGE"

COURSE WORK

Topic: " The use of computer games in the cognitive development of preschool children"

Uzhegova Irina Alikanovna

Specialty: - 02/44/01

Preschool education

Form of study: correspondence

Head: S. P. Konshin

Introduction……………………………………………………….. page 3

Theoretical foundations games as learning tools………. page 5

The concept and essence of the game. The influence of play on the formation and development of a child’s personality …………………………………………. pp. 5-7
Classification of games.

Characteristics of the main types of games………………………. pp. 8-22

Using computer games in preschool educational organization……………………………………………………. .page 23

Using a computer in preschool education………………………..p. 23-27
Game is the main use of a computer in preschool education.......p. 28-31

Conclusion…………………………………………………….page 32

List of sources used…………………………... ..p. 33

Appendix……………………………………………………… page 34

Introduction

The use of information and communication technologies in the teaching and educational process in a preschool educational institution is one of the newest and most pressing problems in domestic preschool pedagogy. The specificity of introducing a personal computer into the process of educating preschoolers in our country is that computers are first used in the family, then in kindergarten (provided they exist) - in conditions of collective education. Using a computer as a means of educating and developing a child’s creative abilities, shaping his personality, and enriching the intellectual sphere of a preschooler allows him to expand the teacher’s capabilities and creates the basis for introducing children to computer educational programs.

The modernization of the preschool education system in the country has made adjustments to ideas about the nature of the management activities of the head of a preschool educational organization (PEO). It became obvious that the problems of training and education, the development of preschool children can be successfully solved only by improving the management system, based on scientific principles, achieving a high level of professionalism of preschool leaders, improving the qualifications of teachers, and modifying approaches to organizing the pedagogical process.

The activities of preschool educational institutions directly depend on the extent to which the head and his deputies have information, how quickly they can process information and bring it to the attention of participants in the educational process. The use of ICT makes it possible to significantly improve the quality and culture of management activities and create reserves for working in development mode.

The development of science and technology, universal computerization determine the increasing role of preschool preparation of preschool children. Modern information transmission technologies open up completely new opportunities for us in the field of education. Children's entry into the world of knowledge begins in preschool age.

Existing programs provide enormous opportunities for the development of children. However, a study of the experience of preschool institutions shows that the methods and means used in teaching preschoolers in preschool educational institutions do not realize all the possibilities inherent in them. The introduction of effective methods and diverse forms of teaching children in preschool educational institutions can resolve this contradiction.

Cel b: to study the features of the use of computer technologies in the process of development of children of senior preschool age.

Object: cognitive development of children of senior preschool age.

Item: computer games as a means for the development of children of senior preschool age.

To achieve the goals, the following were identified tasks:

To study the concept and essence of play in preschool educational institutions, to describe the influence of play on the formation and development of a child.

Determine the classification of games and their characteristics.

To study the use of computer games in a preschool institution.

Methods: theoretical analysis of the sources used, study of the material.

Practical significance: develop methodological recommendations for educators and teachers on the use of computers in preschool educational institutions.

Brief description: The coursework consists of 2 chapters, an introduction, a conclusion, a list of sources used, and an appendix.

I.Theoretical foundations of games as a means of education

The concept and essence of the game. The influence of play on the formation and development of a child’s personality

In the dictionary psychological concepts the game is described as follows: “ Play is a type of behavior of a person or animal, determined by imitation or genetically.”

Written large number books, manuals, methods of playing, and on the other hand, even on such a question at first glance as the criteria for playing, there is no consensus. And all these questions are not only theoretical. After all, their decision will determine what we will understand by play, what meaning we will put into the very concept of play, and how we will teach children to play, and how we will be able to introduce play into the everyday lives of children.

So what is a game? One of the founders domestic psychology L.S.Vygotsky said that the basis of the game is an imaginary or imaginary situation. What is this? An imaginary situation occurs where there is a divergence between the visual field and the semantic field. Do you remember the “magic” words of childhood – “pretend”, “as if”? That’s when “I’m a pretend car”, “Mom’s lipstick is a pretend whistle”, “And daddy’s belt is a pretend snake or a train” - then there is a game. And as you can see, in all the examples given there are no toys, but there is a game. This “magic” word does what L.S. Vygotsky called “the divergence of semantic and visible field“- you see one thing, but imagine another. The criterion of play identified by L.S. Vygotsky puts in the hands of an adult a powerful tool to prevent the dreamer from disappearing and to awaken the wizard in the child.

In the game, the child for the first time carries out intellectual systematic work, with the help of images, loud speech, play actions, creates a plot and follows it. But the most important thing is that in the game the preschooler learns to treat the world he has imagined as the real one, with all seriousness. When playing, a child is always at the intersection of the real and game worlds, occupying two positions simultaneously: the real one - the child, and the conditional one - the adult. This is the main achievement of the game. Occupying a certain place in the lives of adults, play has a special meaning for children. It is customary to call her a childhood companion. In preschool children, it constitutes the main content of life and acts as a leading activity. Special significance childhood is that for all its limited capabilities small child, without suspecting it, decides main task of his life - he determines his place, his path among people. And it is precisely for its implementation that a plot-role-playing game is needed. Play is of great importance in preparing for future life. Why do children play, what is play for?

German psychologist Karl Groos believed: “In humans, compared to animals, childhood lasts a very long time, and play occupies a central place in it.” Karl Groos expressed an idea that is still popular today: “We do not play because we are children. But childhood itself was given to us so that we could play.”

K. Bühler, a German psychologist, believed that playing brings pleasure. It is the joy of the action itself. In play, the child receives functional pleasure from the actions themselves. Having experienced pleasure in the game, the child tries to renew it by repeating actions and movements. Over the course of these repetitions, his behavior improves. Particularly indicative in this sense is the play of the youngest children, who with persistence repeatedly repeat the actions or movements they like. The game, according to Buhler, is a great school of training. Through play, the child not only trains, but also improves his actions, experiencing double pleasure: from the action itself and from its improvement.

Child psychologist William Stern said that children's play is to life as maneuvers are to war. The game shows what goal a person is striving for, what he is preparing for, what he expects. The game guesses the directions of his future life. A child lives in a small world: an apartment, a family, toys, and he tries to push the boundaries of this world through play. He builds the world of adults he observes with the help of his imagination. The tightness of the world in which a child lives is the first reason for the emergence of play (according to K. Bühler). The second reason is the pressure from adults experienced by the child and the desire for liberation.

What does play give to children?

Gives freedom, a break from everyday life, a transition from real life into gaming relationships.

The game teaches the child order, because it is impossible to break the rules and be in the game.

The game creates harmony and forms the desire for perfection.

The game provides an element of uncertainty, which excites, activates the mind, and sets us up to search for optimal relationships.

The game provides compensation, neutralization of shortcomings in reality. It is contrasted with the harsh world of reality - an illusory harmonious world.

The game gives romanticism.

The game develops the imagination, as it is necessary to create plots, situations, and game rules.

The game develops psychological plasticity, because Without this, it is impossible to build gaming relationships.

The game gives you the joy of communicating with peers, teaches you to navigate real life situations, replaying them repeatedly “for fun” in your fictional world.

Gives mental stability, relieves the level of anxiety, which is so high in children now.

Thus, with the help of play, a preschooler brings the inaccessible world of adults closer, filling it with his experiences and ideas. No game. Full social development of a child in preschool age is impossible.

Classification of games. Characteristics of the main types of games

Play is a special activity that blossoms in childhood and accompanies a person throughout his life.

In modern pedagogical theory, play is considered as the leading activity of a child - a preschooler. The leading position of the game is determined not by the amount of time that the child devotes to it, but by the fact that: it satisfies his basic needs; in the depths of the game other types of activities arise and develop; Play contributes most to the mental development of a child.

Games vary in content, characteristic features, by the place they occupy in the lives of children, in their upbringing and education.

Role-playing games are created by the children themselves, with some guidance from the teacher. They are based on children's amateur activities. Sometimes such games are called creative role-playing games, emphasizing that children do not simply copy certain actions, but creatively comprehend them and reproduce them in created images and play actions.

In the practice of education, games with rules created for children by adults are also used. Games with rules include didactic, active, and fun games. They are based on clearly defined program content, didactic tasks, and focused learning. In this case, children’s independent activities are not excluded, but they are more closely combined with the guidance of the teacher. As children master the experience of play and develop the ability to self-organize, they also play these games independently.

There are several groups of games that develop intelligence, cognitive activity child.

Group I – object games, like manipulations with toys and objects. Through toys - objects - children learn shape, color, volume, material, the animal world, the human world, etc.

Group II – creative games, role-playing games, in which the plot is the form intellectual activity.

Let's consider one of these (classification by S.L. Novoselova).

Classification of games
(according to S.L. Novoselova) Figure 1

The Education and Training Program in Kindergarten provides the following classification of games for preschoolers:

Role-playing:

Theatrical;

Movable;

Didactic.[8, p.160]

The main component of a role-playing game is the plot; without it, there is no role-playing game itself. The plot of the game is the sphere of reality that is reproduced by children. Depending on this, role-playing games are divided into:

Games with everyday themes: “home”, “family”, “holiday”, “birthdays” (a lot of space is given to dolls).

Games on industrial and social topics, which reflect the work of people (school, store, library, post office, transport: train, plane, ship).

Games on heroic and patriotic themes, reflecting the heroic deeds of our people (war heroes, space flights, etc.)

Games on themes of literary works, films, television and radio programs: “sailors” and “pilots”, Hare and Wolf, Cheburashka and Gena the crocodile (based on the content of cartoons, films), etc.

Duration story game:

in early preschool age (10-15 min.);

in middle preschool age (40-50 min.);

in older preschool age (from several hours to days).

Game content

subject relations

activity behavior between people

The structure of a role-playing game includes the following components:

the roles played by children during the game;

play actions with the help of which children realize roles;

game use of objects, real ones are replaced by game ones.

relationships between children are expressed in remarks, remarks, and the course of the game is regulated.

In the first years of life, with the teaching influence of adults, the child goes through stages of development of play activity, which represent the prerequisites for role-playing games.

The first such stage is an introductory game. Refers to the child's age - 1 year. The adult organizes the child’s object-based play activities using a variety of toys and objects.

At the second stage (between 1 and 2 years of a child’s life), a display game appears, in which the child’s actions are aimed at identifying the specific properties of an object and achieving a certain effect with it. The adult not only names the object, but also draws the child’s attention to its intended purpose.

The third stage of game development refers to the end of the second - beginning of the third year of life. A plot-display game is formed, in which children begin to actively display impressions received in everyday life (cradling a doll).

The fourth stage (from 3 to 7 years) is your own role-playing game.

Role-playing play of preschool children in its developed form represents an activity in which children take on the roles (functions) of adults and, in a social form, in specially created play conditions, reproduce the activities of adults and the relationships between them. These conditions are characterized by the use of a variety of game objects that replace the actual objects of adult activity.

The amateur nature of children’s play activities lies in the fact that they reproduce certain phenomena, actions, and relationships actively and in a unique way. The originality is due to the peculiarities of children’s perception, understanding and comprehension of certain facts, phenomena, connections, the presence or absence of experience and the immediacy of feelings.

The creative nature of play activity is manifested in the fact that the child is, as it were, reincarnated into the person he is portraying, and in the fact that, believing in the truth of the game, he creates a special play life and is sincerely happy and sad as the game progresses. The child satisfies his active interest in the phenomena of life, in people, animals, and the need for socially significant activities through play activities.

A game, like a fairy tale, teaches a child to penetrate the thoughts and feelings of the people depicted, going beyond the circle of everyday impressions into the wider world of human aspirations and heroic deeds.

In the development and enrichment of children’s amateur performances, creative reproduction and reflection of facts and phenomena of the surrounding life, a huge role belongs to the imagination. It is through the power of imagination that game situations are created, the images reproduced in it, the ability to combine the real, the ordinary with the fictional, which gives children's play an attractiveness that is unique to it.

In role-playing games, an optimistic, life-affirming character is clearly evident; the most difficult cases in them always end successfully and safely: captains guide ships through storms and storms, border guards detain violators, doctors heal the sick.

In a creative role-playing game, a child actively recreates, models real-life phenomena, experiences them, and this fills his life with rich content, leaving a mark for many years.

Director's games in which the child makes dolls speak and perform various actions, acting both for themselves and for the doll.

Theatrical games.

Theatrical games are the acting out of a certain literary work in person and the display of specific images using expressive methods (intonation, facial expressions, gestures).

Theatrical games

games – games on themes

dramatization of literary works

The dramatization game is a special type of activity for preschool children.

Dramatize - depict, act out a literary work in person.

game plot

The sequence of events, roles, actions of the characters, their speech is determined by the text of the literary work.

Children need to memorize the text verbatim, comprehend the course of events, the image of the heroes of a fairy tale, or retelling.

meaning

Helps you better understand the essence of a work, feel its artistic value, and sincerely express your feelings

Development of abilities

Development of poetic ear

Ability to quickly comprehend text

Preserve the liveliness of impressions

Sensory perception of content, expressiveness of the child’s speech

Convey when creating the image of a hero in a game, express the attitude through speech and movements

In dramatization games, the content, roles, and game actions are determined by the plot and content of a particular literary work, fairy tale, etc. They are similar to plot-role-playing games: they are based on the conditional reproduction of a phenomenon, actions and relationships of people, etc., and there are also elements of creativity. The uniqueness of dramatization games lies in the fact that according to the plot of a fairy tale or story, children play certain roles and reproduce events in the exact sequence.

Most often, the basis of dramatization games are fairy tales. In fairy tales, the images of heroes are outlined most clearly; they attract children with the dynamism and clear motivation of their actions, actions clearly replace one another, and preschoolers willingly reproduce them. Children's loved ones are easily dramatized folk tales“Turnip”, “Kolobok”, “Teremok”, “Three Bears”, etc. In dramatization games, poems with dialogues are also used, thanks to which it is possible to reproduce the content by role.

With the help of dramatization games, children better assimilate the ideological content of the work, the logic and sequence of events, their development and causality.

To develop games - dramatizations, the following are necessary: stimulation and development of interest in them in children, children's knowledge of the content and text of the work, the presence of costumes and toys. The costume in games complements the image, but should not embarrass the child. If it is impossible to make a costume, you need to use its individual elements that characterize the individual characteristics of a particular character: a cockerel's comb, a fox's tail, a bunny's ears, etc. It is good to involve the children themselves in making costumes.

The teacher's guidance lies in the fact that he, first of all, selects works that have educational significance, the plot of which is easy for children to learn and turn into a game - dramatization.

You should not specifically learn a fairy tale with preschoolers. Beautiful language, a fascinating plot, repetitions in the text, the dynamics of the action - all this contributes to its rapid assimilation. When a fairy tale is told repeatedly, children remember it quite well and begin to join the game, playing the roles of individual characters. While playing, the child directly expresses his feelings in words, gestures, facial expressions, and intonation.

In a dramatization game, there is no need to show the child certain expressive techniques: the game for him should be just that: a game.

Great value in the development of dramatization play, in the assimilation of the characteristic features of the image and their reflection in the role, the teacher’s own interest in it, his ability to use the means of artistic expression when reading or telling a story. The correct rhythm, various intonations, pauses, and some gestures enliven the images, make them close to children, and arouse their desire to play. Repeating the game over and over again, the children need the help of the teacher less and less and begin to act independently. Only a few people can participate in the dramatization game at a time, and the teacher must ensure that all children take turns participating in it.

When assigning roles, older preschoolers take into account each other's interests and desires, and sometimes use a counting rhyme. But here, too, some influence from the teacher is needed: it is necessary to induce a friendly attitude among peers towards timid children, to suggest what roles they can be assigned.

Helping children learn the content of the game and get into character, the teacher uses illustrations for literary works and clarifies some characteristic features characters, finds out the attitude of children to the game.

Construction and constructive games

Construction and constructive games are a type of creative games in which children display the surrounding objective world, independently erect structures and protect them.

Types of building materials. Construction game is an activity for children, the main content of which is the reflection of the surrounding life in various buildings and related actions.

The construction game is to some extent similar to the role-playing game and is considered as its variety. They have one source - surrounding life. Children in the game build bridges, stadiums, railways, theaters, circuses and much more. In construction games, they not only depict surrounding objects and buildings, copying them, but also bring their own creative ideas and individual solutions to constructive problems. The similarity between role-playing games and construction games is that they unite children based on common interests, joint activities, and are collective.

The difference between these games is that the plot-role-playing game primarily reflects various phenomena and masters the relationships between people, while in the construction game the main thing is to become familiar with the relevant activities of people, with the technology used and its use.

It is important for the teacher to take into account the relationship, the interaction of role-playing and construction games. Construction often arises in the process of role-playing play and is caused by it. It kind of sets the goal of the construction game. For example, the children decided to play sailors - they had a need to build a steamship; playing a store inevitably requires its construction, etc. However, a construction game can also arise as an independent game, and on its basis this or that role-playing game develops. For example, children build a theater and then play artists.

In older groups, children spend a long time constructing quite complex buildings, practically comprehending the simplest laws of physics.

The educational and developmental influence of construction games lies in the ideological content, the phenomena reflected in them, in children’s mastery of construction methods, in the development of their constructive thinking, enrichment of speech, and simplification of positive relationships. Their influence on mental development is determined by the fact that the design and content of construction games contain one or another mental task, the solution of which requires preliminary thinking: what to do, what material is needed, in what sequence the construction should take place. Thinking about and solving a particular construction problem contributes to the development of constructive thinking.

During construction games, the teacher teaches children to observe, distinguish, compare, correlate one part of a building with another, remember and reproduce construction techniques, and focus on the sequence of actions. Under his guidance, schoolchildren master a precise vocabulary that expresses the names of geometric bodies and spatial relationships: high low, right to left, up and down, long short, wide narrow, higher lower, longer shorter, etc.

Construction games have important for physical education of preschool children. They demonstrate the child’s varied motor activity and develop coordination of movements. Of particular importance is the development of small muscles of the hand and the eye. By constructing buildings from large parts, children make available physical efforts and show endurance.

Special sets of materials have been created for construction games, including various geometric bodies (cubes, bars, prisms, cylinders, cones, hemispheres), additional (plates, boards, arches, rings, pipes, etc.) and auxiliary materials for decorating buildings.

In construction games, ordinary, most often plot-shaped toys are also used, and natural materials are also widely used: clay, sand, snow, pebbles, cones, reeds, etc.

	Types of materials
	Great building material for constructing structures on the floor.	cube, cylinder, parallelepiped and others.
	tabletop building material.	approximately the same shape, but smaller in size.
	semi-finished products.	sets of planks, arches, pediments and others.
	constructors.	sophisticated building material.

Sequence of design complication


	construction of structures by the teacher, showing children all the construction techniques and explaining the actions.
	showing a sample of the structure made by the teacher, followed by an analysis of its components.
	showing the design techniques that children master to build buildings.
	offering a sample of an unfinished building that the children must complete on their own.
	designing according to a topic or given conditions.
	construction by children of structures at their own discretion.

Creative games

Creative games are games in which images appear that contain the conditional transformation of the environment.

		characteristic
	display	relationships associated with the role, from the perspective of personal experience, which may be negative, avoids unwanted actions.
	related to child labor	The game combines visual, constructive and other types of activities, cultivates interest in work, and children take an active part in it.
	mental education	formation of fundamental mental processes (thinking, perception, memory, imagination, speech).
	mental activity	is associated with the work of imagination, choosing a role, imagining how the person he is imitating acts, what he says, how he behaves. Opens up the opportunity to move thinking to a new level.
	systematic education	promotes the development of artistic interests, abilities for music and dancing appear and develop.
	motor activity	rapid development carried out in pairs is a real prologue to the conscious physical exercises of the schoolchild.

Indicators of developed gaming interest.

The child's long-term interest in the game, the development of the plot and the performance of the role.

The child's desire to take on a certain role.

Having a favorite role.

Reluctance to end the game.

Active performance by the child of all types of work (modeling, drawing).

The desire to share your impressions with peers and adults after finishing the game.

Didactic games are games specially created or adapted for educational purposes.

In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties. They promote the development of sensations and perceptions, the formation of ideas, and the acquisition of knowledge in preschoolers. These games make it possible to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developing role.

It is necessary to ensure that didactic play is not only a form of assimilation of individual knowledge and skills, but also contributes to the overall development of the child and serves to shape his abilities.

Didactic game helps solve the problems of moral education and develop sociability in children. The teacher places children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.

Outdoor games are a conscious, active, emotionally charged activity of a child, characterized by accurate and timely completion of tasks related to the rules that are mandatory for all players.

Outdoor games are primarily a means of physical education for children. They provide an opportunity to develop and improve their movements, practicing running, jumping, climbing, throwing, catching, etc. Various movements required active work large and small muscles, contribute to better metabolism, blood circulation, breathing, i.e. increasing the vital activity of the body.

Outdoor games also have a great influence on the neuropsychic development of the child and the formation of important personality traits. They evoke positive emotions and develop inhibitory processes: during the game, children have to react with movement to some signals and refrain from moving when others. These games develop will, intelligence, courage, speed of reactions, etc. Joint actions in games bring children together, giving them the joy of overcoming difficulties and achieving success.

The source of outdoor games with rules are folk games, which are characterized by brightness of concept, meaningfulness, simplicity and entertainment.

running, jumping, climbing, etc. Games are selected taking into account the age characteristics of children, their ability to perform certain movements, and follow the game rules.

The rules in an outdoor game play an organizing role: they determine its course, the sequence of actions, the relationships between the players, and the behavior of each child. The rules oblige one to obey the purpose and meaning of the game; children must be able to use them in different conditions.

IN junior groups The teacher explains the content and rules as the game progresses, and in older cases - before the start. Outdoor games are organized indoors and outdoors with a small number of children or with the whole group. They are also included in physical education classes. Once children have mastered the game, they can play it independently.

The management of outdoor games with rules is as follows. When selecting an outdoor game, the teacher takes into account the correspondence of the required nature of the motor activity, the availability of game rules and content for children of a given age. He makes sure that all children participate in the game, performing all the required game movements, but not allowing excessive physical activity, which can cause them to become overexcited and tired.

Older preschoolers need to be taught to play outdoor games independently. To do this, it is necessary to develop their interest in these games, provide them with the opportunity to organize them during walks, during leisure hours, on holidays, etc.

Thus, the game is like any other creative activity, is emotionally rich and brings joy and pleasure to every child by its very process.

II.Use of computer games in a preschool educational institution

Using a computer in preschool

The computer, being the most modern tool for processing information, can serve as a powerful technical teaching tool and play a role irreplaceable assistant in the education and general mental development of preschool children. Psychologists note: the earlier a child gets acquainted with a computer, the smaller the psychological barrier between him and the machine, since the child has practically no fear of technology. Why? Because a computer is as attractive to children as any new toy, which is how they look at it in most cases. Computer training for preschoolers should begin with the selection of educational and developmental programs and thinking through organizational forms working with children and their application, developing methods that use the capabilities of computers in teaching. It is impossible to consider a computer in isolation from software and organizational forms of use. Currently, there are a variety of educational programs intended for preschool children, but there is no clear classification of them. Many authors identify four types of training programs:

Training and control;

Simulation and modeling;

Mentoring;

Educational games.

Programs of the first type are designed to consolidate skills and abilities. It is assumed that the proposed objects and concepts are already known to the child. These programs present children with questions and tasks in random order and count the number of correctly and incorrectly solved problems. If the answer is correct, the child may be given a reward (replica, prize object, moving to the next level, etc.). If the answer is incorrect, the child can receive help or a hint.

Programs of the second type are based on graphically illustrated capabilities, on the one hand, and computational ones, on the other, and allow for computer experiments. Such programs provide children with the opportunity to observe a certain process on the display screen and at the same time influence its progress by issuing commands with the mouse or keyboard, setting parameter values.

Programs of the third type offer children theoretical material to study. Tasks and questions serve in these programs to organize human-machine dialogue and to manage the progress of learning. So, if the answers given by the child are incorrect, the program can return him to re-teach the theoretical material. A common disadvantage of these programs is the high labor intensity of development, organizational and methodological difficulties when used in the real educational process of a preschool educational institution.

Programs of the fourth type provide the child with a certain imaginary environment, a world that exists only in a computer, a set of certain possibilities and means of their implementation.

Computer activities for children include four interrelated components:

Children’s active knowledge of the world around them;

Gradually mastering increasingly complex gaming methods and means of solving gaming problems;

Changing the subject-sign environment on the monitor screen;

Activating the child’s communication with adults and other children.

The range of computer use in the educational process is very wide: from testing children, identifying their personal characteristics to playing. A computer can be both an object of study and a teaching tool, i.e. There are several possible directions in organizing teaching computer activities to preschoolers:

Mastering the computer environment interface;

Development of various mental functions(thinking, memory, etc.);

Studying the basics of computer science;

Teaching motor skills to use a mouse and keyboard;

Using a computer when teaching writing, counting, etc.;

Psychophysiological correction.

In preschool educational institutions, computers are most often used in developmental classes. The lesson lasts up to 30 minutes depending on the age of the children and consists of three consecutive parts: preparatory, main and final.

In the preparatory part of the lesson, the child is immersed in the plot of the lesson, preparing for a computer game through conversations and competitions; children’s experience in observing the behavior of animals and the work of adults is used; a certain object-oriented gaming environment is created, similar to a computer game, stimulating the child’s imagination, encouraging him to be active, helping him understand and carry out the task on the computer. The preparatory part is a necessary link in developmental classes using a computer, since, due to the age-related characteristics of the thinking of preschool children, without preliminary object-mediated activity it is difficult for them to master manipulations with screen images. Also included finger gymnastics to prepare hand motor skills for work.

The main part of the lesson includes mastering how to control the program to achieve results and the child’s independent play at the computer. There are several ways to “immerse” a child in a computer program:

Consistently explain to the child the purpose of each key, including guiding and control questions.

Focusing on the computer skills acquired by the child, introduce new keys and their purpose.

The child is offered the role of researcher, experimenter, and is given the opportunity to independently figure out how to manage the program.

The child is offered a card-scheme where the algorithm for controlling the program is specified. At the first stages, children get acquainted with symbols, pronounce and practice control methods with the teacher, and later “read” the diagrams on their own.

The final part summarizes; An assessment is made of the implementation and consolidation in the child’s memory of the actions, concepts and semantic structures and rules of action with the computer necessary for the conditions. And to achieve this goal, design, drawing, various sedentary games. Also, the final part of the lesson is necessary to relieve visual tension (gymnastics for the eyes are performed), to relieve muscle tension(physical training sessions, massage of children to each other, a set of physical exercises, relaxation to music).

The preparatory and final parts may take place not in the computer room, but in the adjacent games or physical education room.

Classes are held in subgroups of 4-8 people, 1-2 times a week, in the morning. After each lesson, it is mandatory to ventilate the room. Classes are based on game methods and techniques that allow children to gain knowledge in an interesting, accessible form and solve problems set by the teacher. In this case, the computer is a powerful tool increasing the effectiveness of learning, significantly expanding the possibilities of presenting educational and developmental information. The use of color, graphics, sound, and modern video technology allows us to simulate various situations and environments.

The computer allows you to increase your child’s motivation. Not only the novelty of working with a computer, which in itself helps to increase interest in learning, but also the ability to regulate the presentation of educational tasks according to the degree of difficulty, prompt encouragement right decisions have a positive effect on motivation. In addition, the computer allows you to completely eliminate one of the most important reasons for a negative attitude towards learning - failure due to misunderstanding and gaps in knowledge. Working on a computer, the child gets the opportunity to complete the solution of a problem, relying on necessary help. The use of computer technology makes it possible to make the lesson attractive and truly modern, to individualize training, to carry out monitoring and summing up objectively and in a timely manner.

Thus, the use of a computer in preschool education is possible and necessary; it helps to increase interest in learning, its effectiveness, and the all-round development of the preschooler. Computer programs involve children in developmental activities and form culturally significant skills and knowledge. Today, computer technology can be considered a new way of transmitting knowledge that allows a child to learn with interest, fosters independence and responsibility in acquiring new knowledge, develops the discipline of intellectual activity, and contributes to the comprehensive development of the child.

Game is the main condition for using a computer in preschool education

The computer, being the most modern tool for processing information, can serve as a powerful technical tool for teaching and play the role of an indispensable assistant in the education and general mental development of preschool children.

The earlier a child gets acquainted with a computer, the smaller the psychological barrier between him and the machine, since the child has practically no fear of technology. Why? Yes, because a computer is attractive to children, like any new toy, and that is exactly how they look at it in most cases. Communication between preschool children and computers begins with computer games, carefully selected taking into account age and educational focus.

The use of computers in educational and extracurricular activities looks very natural from a child’s point of view and is one of the effective ways to increase motivation and individualize his learning, develop creative abilities and create a favorable emotional background.

Modern research in the field of preschool pedagogy K.N. Motorina, S.P. Pervina, M.A. Kholodnoy, S.A. Shapkina et al. indicate the possibility of mastering a computer by children aged 5-6 years. As is known, this period coincides with the moment intensive development the child’s thinking, preparing the transition from visual-figurative to abstract-logical thinking. At this stage, the computer acts as a special intellectual tool for solving problems of various types of activities. Thinking, in accordance with what was put forward by A.V. Zaporozhets concept of amplification (enrichment) is the intellectual basis for the development of activity, and the very process of mastering generalized methods of solving problems of activity leads to its implementation at an increasingly high level. And the higher intellectual level carrying out an activity, the more fully all aspects of the personality are enriched in it.

As you know, the game is one of the forms practical thinking. In the game, the child operates with his knowledge, experience, impressions, displayed in the social form of game methods of action, game signs that acquire meaning in the semantic field of the game. Research by Novoselova S.L. indicate that the child discovers the ability to endow an object that was neutral until a certain time with play significance in the semantic field of the game.

It is this ability that is the psychological basis for introducing a computer into the game for a preschooler as gaming device. The image that appears on the display can be endowed by the child with playful meaning in a situation where he himself constructs the plot of the game, using figurative and functionality computer program.

Children's ability to substitute in play real item gaming with the transfer of real meaning to it, real action - gaming, replacing it with an action that underlies the ability to meaningfully operate with symbols on a computer screen.

From this it follows that computer games should be inextricably linked with ordinary games. One of the most important lines mental development of a preschool child consists of a consistent transition from more elementary forms of thinking to more complex ones.

Scientific research on the use of educational and educational computer games, organized and conducted by specialists from the Association “Computer and Childhood” in collaboration with scientists from many institutes since 1986, and studies conducted in France, have shown that thanks to the multimedia method of presenting information, the following results are achieved :

children more easily grasp the concepts of shape, color and size;

the concepts of number and set are comprehended more deeply;

the ability to navigate on a plane and in space, in statics and movement arises faster;

attention and memory are trained;

master reading and writing earlier;

vocabulary is actively replenished;

fine motor skills develop, the finest coordination of eye and hand movements is formed;

The sensorimotor skills of children develop: the time for both simple reactions and choice reactions decreases;

dedication and concentration are fostered;

imagination and creativity develops;

Elements of visual-figurative and theoretical thinking develop, allowing children to foresee a situation, plan their actions and not only “execute”, but also “create”.

By playing computer games, a child learns to plan, build the logic of elementary events, and develops the ability to predict the outcome of actions. He begins to think before he acts. Objectively, all this means the beginning of mastering the basics of theoretical thinking, which is important point when preparing children for school.
In our opinion, one of the most important characteristics computer games have an educational function. Computer games are structured in such a way that a child can imagine not just a single concept or a specific situation, but get a generalized idea of all similar objects or situations. Thus, he develops such important thinking operations as generalization and classification.

Computer games increase the self-esteem of preschoolers. It should be noted that children’s achievements do not go unnoticed by themselves and others. Children feel more confident in themselves.

The use of computer games develops “cognitive flexibility” – a person’s ability to find the largest number of fundamentally different solutions to a problem. The abilities for anticipation and strategic planning also develop, and visual and effective thinking operations are mastered.

Thus, the following conclusions can be drawn:

A computer in a preschool institution is an enriching and transformative factor in the developmental subject environment.

The computer can be used in working with children of senior preschool age, subject to unconditional compliance with physiological-hygienic, ergonomic and psychological-pedagogical restrictive and permissive norms and recommendations.

It is necessary to introduce modern information technologies into the kindergarten didactics system, i.e. strive for an organic combination of traditional and computer means of developing the child’s personality.

Conclusion

Computerization, which is gradually penetrating almost all spheres of life and activity of a modern person, is also making adjustments to approaches to the upbringing and education of preschool children. Domestic and foreign studies prove that it is not only possible but also advisable to use computers in preschool institutions for the development of the child’s intelligence and personality (S. Novoselova, G. Petcu, I. Pashelite, etc.).

After all, the computer, with its enormous potential for gaming and learning opportunities, has a significant impact on the child. But the impact will be positive only with the interaction of the teacher (educator), child and computer. And if today they are already talking about the admissibility of introducing a computer into the educational process of preschool institutions, then the theoretical, didactic and methodological aspects of such work still require comprehensive and in-depth study.

Thus, the computer is a new tool for the intellectual development of children and therefore it is necessary to remember that its use in educational educational purposes in preschool institutions requires careful organization of both the classes themselves and the entire regime as a whole. And depending on what goals the teacher sets for himself, what ways he chooses to solve them, he also determines the impact that the computer has on the child. After all, adaptation to the world of computers will not only make life easier for a child in the future, but also contributes to the effectiveness of learning with the help of a computer and using it in gaming activities, as well as the development of all mental processes in children.

Also, based on the studied and reviewed material, methodological recommendations for teachers on the use of computers in preschool educational institutions were compiled (Appendix 1).

References

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Goryachev A.V., Lesnevsky A.S. Computer science grades 1-6. Propaedeutic course - M, Ed. House "Bustard", 2001.

2. Abrahamyan L. A. “Game of preschoolers”, M-Prosveshchenie, 1989-286 pp.

3. Zhutikova N.V. Psychological lessons of everyday life. Conversations with a psychologist. A book for teachers and parents. - M.: Education, 2000.

4. Zaretsky A., Trukhanov A., Zaretskaya L. Encyclopedia of Professor Fortran., M. 2004.

5. Kogan I.D., Leonas V.V. This is a straightforward book about computers for children. M., Pedagogy, 1999.

6. Kozlova S.A., Kulikova T.A. Preschool pedagogy: Textbook for students. avg. ped. textbook establishments. - 2nd ed., revised. and additional - M.: Publishing center "Academy", 2000. - 416 p.

7. Puchkova D.A. THE ROLE OF COMPUTER GAMES IN THE DEVELOPMENT OF COGNITIVE ACTIVITY OF SENIOR PRESCHOOL CHILDREN // Contemporary issues science and education. – 2015. – No. 1-1.;
URL: http://www.science-education.ru/ru/article/view?id=17583.

8. Program of education and training in kindergarten / Ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. - 3rd ed., rev. and additional - M.: Mozaika-Sintez, 2005. - 208 p.

9. Development of cognitive and emotional spheres preschoolers. Methodological recommendations: - St. Petersburg, Sphere, 2009 - 128 p.

10. Emotional development of a preschooler: A manual for kindergarten teachers / A.V. Zaporozhets, Ya.Z. Neverovich, A.D. Kosheleva, etc.; Ed. A.D.Kosheleva. - M.: Education, 1985. - 176 p., ill.