The use of multimedia presentations in direct educational activities with preschool children. Use of computer presentations in dow

Municipal budgetary preschool educational institution

urban district of Balashikha

« Kindergarten combined view No. 43 "Amber Island"

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PRESENTING WORK EXPERIENCE

Topic: "Using multimedia presentations in immediate educational activities with kids preschool age»

Educator: Gasanova E.A.

The teaching staff of Kindergarten No. 43 played an important role in my professional development and development, where my teaching skills continue to grow in an atmosphere of creativity and professional duty.

Today, society needs an educator - a competent, wise, master of his craft and an example for the child. The kindergarten in which I work is stably functioning and developing. I have been working in this institution for the second year, and every day I see in the eyes of children a manifestation of curiosity, imagination, communicating with each other, my children invent games, fantasize about unknown world. my task pedagogical activity consider creation favorable conditions for a full-fledged living by a child of preschool childhood, the formation of the foundations of the basic culture of the individual, the comprehensive development of physical and mental qualities, preparation for life in modern society. Our society is making new demands on modern man, one of them is the ability to navigate in the information space.

Computers in school classrooms are no longer perceived as something rare, but in kindergarten they have not yet become a well-mastered tool for teachers. Therefore, a preschool educational institution, as a carrier of culture and knowledge, cannot stand aside either. In my work with children, the most interesting for me was the use of information and communication technologies (ICT) as a means of increasing the efficiency of the educational process.

This direction of development of the educational industry, emphasized in state documents, is recognized as the most important national priority.

We, educators, must keep up with the times, become a guide for the child into the world of new technologies, give the opportunity to become participants in a single educational space RF. This requires the introduction and use information technologies in DOW.

Main tasks:

Development and implementation of multimedia support technologies for the educational process;

Creation of a bank of computer training programs, didactic and teaching materials on the use of information technology in the work of the preschool educational institution;

The introduction of ICT in educational educational process has many advantages

Enables the expansion of the use of e-learning tools, as they transmit information faster than using traditional means;

Allow to increase the perception of the material by increasing the amount of illustrative material;

The use of multimedia presentations provides visibility, which contributes to the perception and better memorization of the material, which is very important, given the visual-figurative thinking of preschool children;

At the same time, graphic, textual, audiovisual information is used;

On the this moment technology of multimedia support of the educational process is priority in our preschool.

I use ready-made presentations in various educational areas: "Cognition", "Communication", Artistic creativity”, “Socialization”, “ Fiction”, “Safety”, “Health”.

For example:

Educational area"Knowledge" - the theme "Wild Animals", "The World of Animals", which describes appearance, the habits of the animal, and the qualities that it possesses.

Educational area "Artistic creativity" - the theme "Russian artists" acquaintance with the paintings and paintings of artists. As well as acquaintance with Russian folk crafts.

Educational area "Safety" - topic "Rules traffic» - strengthening the knowledge of children about the observance of the rules of conduct in a big city.

Educational area "Health" - topic " Useful vitamins"," To be healthy, you need to go in for sports.

In our multimedia piggy bank, a collection of presentations is collected to help teachers and with further replenishment of the kindergarten website for parents.

My practice has shown that, subject to the systematic use of multimedia presentations in combination with traditional methods learning, work efficiency is significantly increased, namely the quality of assimilation of the material, the development of memory, imagination, creativity of children.

However, when organizing directly educational activities using multimedia presentations, it is necessary to take into account health-saving technologies:

Temporary restrictions. Since I have older children, this is no more than 10 minutes. All presentations I use have 10 - 15 frames.

Using a multimedia projector, the distance from the screen to the chairs on which the children sit is 2 - 2.5 meters. (Institute of Age Physiology of the Russian Academy of Education) or a computer monitor at a distance of 50-70 cm.

Regularly carry out gymnastics for the eyes and physical minutes.

I would like to conclude my speech with the prospects for the introduction of information and communication technologies in my own practice:

Thank you for your attention.

Modern pedagogical technologies in preschool educational institutions are aimed at the implementation of the Federal State Educational Standard, where one of the tasks is: Ensuring variability and diversity of content organizational forms the level of preschool education, taking into account the educational needs and abilities of pupils. Therefore, the main task of the teacher-educator is to choose methods, forms, innovative pedagogical technologies for organizing work with children that would optimally correspond to the goal of personality development. Innovative technologies is a system of methods, ways, methods of teaching, educational means aimed at achieving a positive result through dynamic changes in personal development child in modern sociocultural conditions. They combine progressive creative technologies and stereotypical elements of education that have proven their effectiveness in the process of pedagogical activity.

In Russian preschool education, innovative processes are associated with: - the understanding of childhood as an intrinsically valuable period of a child's development, characterized by a cultural-creative function; - recognition of the child main value pedagogical process, an equal subject of its joint activity with the teacher; - implementation of a personality-oriented approach in education and training; - creation, modernization, approbation of variable programs of preschool education; - the use of developmental learning technologies, game forms of upbringing and education, the use of various methods and forms of diagnosis and correction of the level of development of children and pedagogical process; - creating a developing environment essential condition development of independence, activity and creativity of the child; - Creation of a system of non-state preschool education.

In the development of innovative processes in preschool educational institutions, there are a number of problems, including such as: -combining innovative programs with those implemented in preschool educational institutions; - the need for new scientific and methodological support for educational activities and new teaching staff; - adaptation of innovations to the prevailing conditions, - reproduction of innovations and creation of conditions conducive to this process.

Productive activity is one of the main activities of preschoolers. In the preschool educational institution there is no way to store drawings for many years, collective, voluminous works, etc., because there is nothing easier than taking pictures of the children's work you like and compiling an electronic exhibition from them. All photos can be accompanied by comments, sign the name of the child, age, etc. And here is another advantage of a multimedia presentation - it can be used as an archive of past events, including text, pictures, photo and video materials. But sometimes when creating a presentation, we make mistakes. This may be: insufficient methodological preparedness of the teacher; incorrect definition of the didactic role and place of ICT in the classroom; lack of planning, random use of ICT; Demonstration overload.

Presentation requirements. There are several rules by which a presentation is made. Thus, the requirements for its design are as follows: title page the name of the presentation, its author are indicated. the titles of all slides should preferably be done in the same style: color, font, style, size; do not put a dot at the end of headings; the size and color of the font are selected so that what is written is clearly visible; underlining is not used; graphics must be clear, good quality; text, diagram and images are placed at the discretion of the author.

A multimedia presentation in classes with children can be used as: 1. Demonstration material: - reproductions (when looking at paintings) - a portrait (of an artist, author of a work, a person ...) - illustrations for a work - accompanying material for a teacher's speech - etc. (scheme for fig.) 2. Didactic game: - guessing riddles - "Find the differences" - "Whose voice" - "Whose outline" - etc. 3. Prize for a correctly completed task: - an animated picture can be used; - sound signal (accompaniment).

The most common mistakes in presentations: - It is not necessary to display words, goals and objectives, rules, words of the educator, greetings and farewells. What can be said in words will be superfluous in the presentation. - Using animation distracts children and wastes valuable time, it's better to use it for something useful. - No need to animate titles on slides. This is inconvenient and disrespectful to someone who will be watching your work. - Everything is so bright and beautiful, everything moves! Children will be delighted. But our goal is to teach them something. So, we limit the variegation and brightness, remove all animations. After all, this is an additional burden on vision and distracts children. -

If the idea requires a drawn background, and there is no way to replace it with a less colorful one, you can make it less bright, for example, impose a white rectangle on the entire background, making it translucent and setting the order to Back. - Small text and pictures should not be placed on the slide. Text for preschoolers, it is better to exclude altogether. - Blurry drawings should not be included in the presentation. This is ugly and again strain on the eyes. - It is not recommended to use graphic files of different formats on one slide, for example, photos and drawings at the same time. - It is not recommended to use pictures with a white background. - When choosing a photo for a presentation, you need to pay attention to the quality: good resolution, a good angle, the absence of unnecessary, distracting details and inscriptions. It is not recommended to use pictures with aggressive behavior of animals in work with preschoolers.

Highly interesting point in a presentation, they are triggers. A trigger, or “hot zone”, is an object on a slide that, when clicked, animates it or other objects on the slide. The use of triggers in the presentation adds a playful moment and interactivity to the presentation itself. Now pictures, texts, individual words can appear not in order, but in random order according to the plan and as the task is completed. With this feature, you can create your own didactic games in a multimedia presentation.

It must be remembered that a presentation is needed when only with its help a child can see what he cannot see and feel personally, in practice. If it is possible to demonstrate to children an experience, a phenomenon in reality, or to do it yourself, then it is better not to use a presentation.

"ICT in the work of preschool educational institutions" - A multimedia way 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. Occupation NOD. Types of GCD motivation. Principles of educational activity. Participation of all children. GCD criteria. Features of the organization of GCD. Features of the development of children. Innovative technologies. Conversation. Pupil. The main forms of educational activity. observation. New approaches to the organization of educational activities of the preschool educational institution.

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

"Innovations of preschool education" - Stages of project implementation. Working training programs. Project name. Innovations in preschool educational institutions. Method of projects in preschool educational institution. Innovation project for kindergarten. Magic astronomy. Innovation. Preschool education - traditions and innovations. Project work plan.

"Teaching technologies for preschoolers" - The role of an adult in the game. Classification of children's games. Movable and sport games. Gaming Technology. Technologies used by teachers. Person-oriented technologies. Technologies for maintaining and stimulating health. Information Technology. corrective technologies. Project types. Developing technologies.

"The role of preschool education" - Skills. Agreement. social infrastructure. Bilingual private kindergarten. Individual approach. Preschool education. The role of non-state DOs. Job growth. economic arguments. Accessibility problem. Investment and nursery.

There are 15 presentations in total in the topic

In working with preschoolers, the use of multimedia technologies (colors, graphics, sound, modern means video technology) allows me to model various situations and environments. Game components included in multimedia programs activate cognitive activity my pupils and enhance the assimilation of the material. The use of a computer in a preschool educational institution is possible and necessary, it contributes to an increase in interest in learning, develops the child comprehensively.

Modern computer technologies provide great opportunities for the development of the educational process. More K.D. Ushinsky remarked: "Children's nature requires visibility." Now these are no longer diagrams, tables and pictures, but a game that is closer to children's nature, even if it is scientific and educational. The visibility of the material increases its assimilation, because. all channels of perception of children are involved - visual, mechanical, auditory and emotional.

Multimedia is a means or tool of knowledge in various classes. Multimedia contributes to the development of motivation, communication skills, the acquisition of skills, the 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 currently capable of manipulating sound and video to achieve special effects, synthesizing and playing back 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 of preschoolers. In classes with children, teachers use multimedia presentations that make it possible to optimize pedagogical process to individualize the education of children with different levels cognitive development, and significantly improve the efficiency of pedagogical activity.

Working with Multimedia Parents can be used in the design of visual material, during parent-teacher meetings, round tables, mini-pedagogical councils, workshops, talk shows, questionnaires. The use of ICT allows you to diversify communication, increase the interest of adults in obtaining useful information about raising children.

When holding teacher's councils reports of teachers are supplemented with multimedia support. Presentations for the reports include both textual support and video clips, charts and diagrams.

Using multimedia presentations

The basis of any modern presentation- facilitating the process of visual perception and memorization of information with the help of vivid images. The forms and place of using the presentation (or even its individual slide) in the 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 the material;
• the possibility of demonstrating various objects with the help of a multimedia projector and a projection screen in a multiply enlarged form;
• combining audio, video and animation effects into a single presentation helps to compensate for the amount of information children receive from educational literature;
• the possibility of demonstrating objects that are more accessible for perception to a intact sensory system;
• activation of visual functions, visual capabilities of the child;
• It is convenient to use computer presentation slide films to display information in the form of printouts in large print on a printer as a handout for classes with preschoolers.

The use of multimedia presentations makes it possible to make the lessons emotionally colored, attractive, arouse a keen interest in the child, they are an excellent visual aid and demonstration material, which contributes to the good effectiveness of the lesson. Thus, the use of multimedia presentations in the classroom in mathematics, music, familiarization with the outside world ensures the activity of children when examining, examining and visually highlighting the signs and properties of objects, forms ways of visual perception, examination, highlighting qualitative, quantitative and spatio-temporal objects in the objective world. signs and properties, visual attention and visual memory develop.

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

In addition, in the process of designing, creating new tasks for correctional and developmental classes using a computer and a multimedia projector, the creative qualities of the teacher develop and improve, the level of his professional competence. The desire of an adult to diversify the activities of children, to make classes even more interesting and informative, brings them to new round communication, mutual understanding, development personal qualities children, contributes to excellent automation of the skills acquired in the classroom at a new communicative stage of pedagogical and corrective influence. Thus, the informatization of education opens up new ways and means of pedagogical work for educators and teachers.

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

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

The term interactivity comes from English word inter action, which in translation means "interaction". Interactivity is a concept used in the field of informatics and communication. The use of information and communication technologies in kindergarten allows you to expand creative possibilities teachers and has a positive impact on various aspects mental development older preschoolers.

Using the interactive whiteboard helps to develop in children: attention, memory, fine motor skills, thinking and speech, visual and auditory perception, verbal and logical thinking, etc. Developing classes with its use have become much brighter and more dynamic. Interactive equipment allows you to draw with electronic markers. For exact definition the location of the marker mark on the board are applied ultrasonic and infrared technology. With the help of one of the electronic markers offered in the set, a teacher or a child can highlight or emphasize necessary information which draws more attention to it. For remote control Windows applications can also use an electronic pen that replaces the mouse. Currently, there are many simple and complex computer programs for various areas knowledge of preschool children.

A lesson with one subgroup, including the activities of children at the blackboard, cognitive conversation, a game, gymnastics for the eyes, etc. lasts from 20 to 25 minutes. In this case, the use of the screen 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 for the development of memory, thinking, imagination, and speech in a particular child. When working with an interactive whiteboard, educators primarily come from perspective plan, topics and objectives of the lesson. The following is a discussion of how to maximize the use of interactive whiteboard data. Thoughtful preliminary work is required: drawing up didactic tasks, drawing up slides necessary for the lesson. It has been experimentally established that when the material is presented orally, a child perceives and is able to process up to 1 thousand conventional units of information per minute, and when the organs of vision are "connected" up to 100 thousand such units. An older preschooler has better developed involuntary attention, which becomes especially concentrated when he it is interesting when the studied material is distinguished by its visibility, brightness, causes positive emotions in a preschooler.

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

So, let's consider the versatility of computer technology as a learning tool with wide demonstration possibilities - using the example of writing stories from a picture.

• Task 1. This task can be completed in 3 ways. 3-4 pictures are displayed on the screen, representing a related story. (1 - start, 2 - continue, 3 - end) Children simply describe the events depicted in the pictures. In this case, each picture acts as another chapter.
• Task 2. Children are offered only one picture. The teacher asks the question: What happened before? what could be 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 confused sequence. Children must arrange these pictures in order, and then make up a coherent story.

This is the most difficult option work, which assumes that the child has a developed logical thinking to a certain extent. Next, we'll look at an example using 4-x. pictures.

Another example of the possibility of pupils working in the dialogue mode in the classroom for the development of speech:

Task 1. The toys were mixed up, the help of the guys is required, they name what exactly they gave Zoya and what Sasha. (On the interactive whiteboard, an image of a boy and a girl, toys)

Options:

• "Whose toy?" Zoya doll. Sasha robot.
• "Greedy" My plane. My pyramid.
• “Pick, name, remember” At home (in a store, in kindergarten) what can you do with toys? Consider, touch, choose, buy.

Task 2. “Let's help mom” It is necessary to arrange the products in the appropriate dishes. Bread in the breadbasket, 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 One Word"
• "Magpie has white sides, that's why they call it white-sided"
• "Who gives the voice?"

On the positive side, the use of ICT is aimed at enabling all analyzer systems.

Develop:

1. visual-figurative elements;
2. theoretical thinking
3. Vocabulary is actively replenished.

The results of the conducted classes using a computer program, in this case PowerPoint, give a positive trend in the development of children's speech.

Presentations in PowerPoint are brightness, visibility, accessibility, convenience and speed in work. At the same time, interactive equipment is used in work with children of older preschool age, with unconditional observance of physiological, hygienic, ergonomic, psychological and pedagogical restrictive and permissive norms and recommendations.

Use of Internet resources and software tools such as electronic books, multimedia encyclopedias, provides access to both the educator and the pupil to a large amount of new information, which in traditional form(on paper) is practically not realizable. For example: Poems for kids; ABC for the smallest, etc. In their work, educators can use programs that they work on in the form of presentations.

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

And, in conclusion, the use of computer technology 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.

Municipal preschool educational institution No. 106

"Kindergarten of supervision and improvement"

"The use of presentation multimedia technology in preschool educational institutions"

(consultation for teachers)

Prepared by:

Bikmamatova Svetlana Alexandrovna,

PDO (choreographer) higher

Kemerovo, 2017

Target: Improving the quality of education through the active introduction of presentation multimedia technology into the educational process.

AT last years there is a massive introduction of information and computer technologies in preschool education. informatization process in preschool institutions due to the requirements of a modern developing society, where the teacher must keep up with the times, use new technologies in upbringing and education.

In the context of the modernization of the education system, new problems and tasks appear, on the solution of which teachers will have to work. One of the problems is the drop in the preschooler's motivation to learn. What is the best way to solve this problem?

Now the winner is that educator and teacher of additional education who makes the course of direct educational activity visual, entertaining, bright, interesting, emotional, and memorable. That is, the material should contain elements of the extraordinary, surprising, unexpected, arousing interest among preschoolers in the educational process and contributing to the creation of a positive emotional environment for learning, as well as the development of mental abilities. We are talking about the use of presentation multimedia technology.

Since it is multimedia technologies that have advantages over traditional classes. Multimedia involves the simultaneous use of various forms of information presentation: audio - video images, text animation. Thus, acting through the auditory and visual channels, multimedia creates the conditions for receiving and assimilating information.

In preschool educational institutions, multimedia technologies can be used in the form of:

computer programs;

computer games;

slide films;

presentations.

This is all within the power of most teachers, as it does not require in-depth knowledge of computer technology. The teacher can create a film or presentation, taking into account the characteristics of their students, the goals and objectives set in a particular lesson. Such computer products, as a rule, arouse interest in children due to the realism and dynamism of the image, the use of animation, and the computer itself is very attractive to most children. Many parents know how difficult it is to tear a child away from him. And if there is interest, then there is a desire to engage.

Another plus is the possibility of distance learning for parents. Parents would like to be engaged in the development of their children at home. However, they often do not know what exactly to do with a child, or do it methodically illiterately. The main problem is the parents' lack of knowledge in choosing educational computer games that could correspond to the age and individual characteristics of children. The problem can be solved by offering parents CDs of activities or multimedia presentations. The topics of presentations can be different: mathematics classes, virtual visits to art galleries, acquaintance with nature, rules safe behavior at home and on the street. Thus, a child who missed different reasons a large number of classes, can receive the necessary knowledge at home. To help parents, you can also provide a list of recommended computer games (game mathematics, a journey through fairy tales, a fantasy game, etc.), where the name of the game should be indicated, its short description(goal, tasks, age characteristics) and a link to the Internet address.

1. A presentation is rarely complete without visual aids. Their task is to make the presentation persuasive. Correct use of these tools will greatly enliven the presentation and fix the material in memory.

2. It is advisable to use visual aids only when they can enhance the impact of the statement.

3. When demonstrating slides and addressing pupils, it is best to stand to the left of the screen (when viewed from the audience). Due to the fact that we read from left to right, at first the students will look at the teacher, and then they will look to the right at the screen, where more detailed information.

4. The teacher will look natural if he is located at a slight angle to the children's audience. You can take a more "strong" position, completely turning around to face the preschoolers.

5. By quickly looking at the image (object), you can draw the attention of children to it with a gesture of the left hand. The gesture must be very short. Then you should turn around again and turn to them.

6. If the projection equipment is temporarily turned off or there is a break in the slide show, it is advisable to move to the center of the hall and continue the presentation.

7. If you no longer intend to use visual aids, it is recommended to stand half-turned to the children to the left of the equipment and continue the lesson.

8. It does not follow:

- talk with your back to the children;

– block the displayed image;

– allow the medium used to play leading role in the presentation;
- Distribute handouts during the presentation.

Practice has shown that with the systematic use of multimedia presentations in the developmental process in combination with traditional teaching methods, the effectiveness of work on the development of cognitive abilities of preschool children increases significantly.