Usage interactive games working with parents
Kalinchikova Natalya Alexandrovna
caregiver
MBDOU No. 27, Kansk
The family and the kindergarten constitute for the child at a certain stage the main educational and educational microenvironment - the educational space.
Both family and preschool convey social experience to the child in their own way. But only in combination with each other they create optimal conditions to enter little man to the big world.
The main task of interaction between teachers and parents is to establish partnerships which will make it possible to unite efforts for the upbringing of children, to create an atmosphere of common interests and educational efforts.
The interest of parents is quality care and the education of the child and their own growth as the educator of their child.
We are sure that new, effective forms of rapprochement between children, parents and teachers are needed. We are not talking about a complete rejection of traditional forms. But along with them, the use and search for new non-traditional forms of work with the use of methods of activating parents becomes the key to raising the level of the pedagogical culture of parents.
Initially, we used such a form of work as " Family projects". After all, it is so interesting when a kid, together with his father, mother, brothers and sisters, “works” on some kind of “discovery”, and then tells the children of his group about what happened.
The use of the project method showed that most of the parents of our pupils are quite good at computers. The computer, today, being the most modern tool for processing information, can also serve as a powerful technical means learning and playing a role indispensable assistant in the upbringing and general mental development of the child.
Therefore, the next stage in the rapprochement of parents, children and teachers of our group was the purposeful application of information technologies.
Most children's families have computers, parents look for information on the net
and use them daily. Use computers at home and children who play
in computer games.
The computer carries a figurative type of information that is closest and most understandable to preschoolers. Movement, sound, animation attract the attention of children. Children receive an emotional and cognitive charge that makes them want to act and play. The use of specialized computer technologies in working with children preschool age is particularly relevant at the present time.
The "Federal state requirements for the structure of the main general educational program of preschool education" states that the main general education program should provide for the solution of program educational tasks in joint activities adult and children and independent activities of children not only within the framework of the direct educational activities, but also during regime moments in accordance with the specifics of preschool education; to assume the construction of the educational process on age-appropriate forms of work with children. And the main form of work with children of preschool age and the leading activity for them is the game.
Interactive games are a modern and recognized method of education and upbringing, which has educational, developmental and upbringing functions that operate in organic unity. Unfortunately, there are very few systematic studies and extensive observations in this area.
One of the main tasks of interactive games is to help the child become an active subject, and not a passive object of parental and pedagogical influence. This allows the child to consciously acquire knowledge.
The use of interactive teaching methods makes it possible to implement a differentiated approach to children of different levels of preparedness.
The use of new unusual methods of fixing, especially in a playful way, increases the involuntary attention of children, helps to develop voluntary attention. Information technology provides a person-centered approach. The capabilities of the computer allow you to increase the amount of material offered for review. In addition, for preschoolers, the same program material must be repeated many times, and great importance has a variety of forms.
Computer programs teach to independence, develop the skill of self-control.
Offering a child an interactive game, we thereby give him a very special time. During the game, children get new impressions, acquire social experience and communicate with their parents in a different way than in ordinary life, enrich communication with warmth, sensitivity and respect.
Unfortunately, our kindergarten today is not sufficiently equipped with computers. We try to fill this gap by actively involving parents in cooperation. We have chosen the “chain” as the main direction of application of the methodology of interactive communication with parents.TEACHER - PARENT - COMPUTER - CHILD.
Based on the fact that modern parents are quite good at computer technology, children also easily communicate with a computer at home, we assumed that it would not be difficult for adults to use interactive games to consolidate the material of the program implemented in kindergarten.
We have found a use for interactive games in the form of a family media library.
At the first stages, we offer the game ourselves. Games are selected for each child, taking into account his level of development, to consolidate and expand experience, as well as games that stimulate progress, focused on the zone of proximal development.
For example, we can offer such interactive games by sections:
"Construction" (educational area "Cognition"): "The fourth extra", "Pick up the details";
"Ecology" (educational field "Knowledge"): "Ecosystems";
"Orientation in space" (educational area "Cognition"): "Find the building";
"Logic" (educational field "Cognition"): "Classification".
We noticed that parents showed great interest in our games and began to ask if there were any new games.
This project is designed for the long term. It should cover in the future all age groups of the implemented program, taking into account the leading section and the integration of educational areas at each age.
We plan to create several sections in our family media library educational field"Knowledge":
Design.
Introduction to spatial relationships.
Development of logical thinking.
Development of ecological relations.
Thus, parents will be able at home, having rested from daily worries, to help the child consolidate and master the material with which we worked in the classroom with better quality.
We assume that the use of interactive games will not only improve the quality of the educational process, but will also create conditions for organizing remote communication between group teachers, specialists and parents. We plan to track results through questionnaires, interviews, and diagnostic results. The use of computer and interactive technologies is the first experience of joint activities of children and parents in our kindergarten and in our group in particular.
At the same time, it was not without difficulties. It would seem that what is easier is to download ready-made games from the Internet and play. But first of all, we need games to solve the problems of our program. And so we had to invent and create these games ourselves. This is a labor intensive process. It is too early to sum up the results of the work, but the first steps give a positive result.
Interactive methods:
put parents in an active position;
increase the readiness of parents to interact with the teacher;
clarify parental expectations, ideas;
allow deepening and enriching the interaction between the teacher and parents.
V. A. Sukhomlinsky once said: “Children are happiness created by our labor. Classes, meetings with children, of course, require mental strength, time, work. But we are also happy when our children are happy, when their eyes are filled with joy.”
We believe that the use of interactive methods will be a bright, useful and exciting form of cooperation and will be the key to strengthening positive relationships between parents, children and teachers.
"Usage interactive equipment in the activities of the teacher
DOO "
AT modern world, the world of computerization, continuous improvement of multimedia technologies, informatization of the education sector allows us to conclude that this direction of development is the most important priority of Russian education and science. If, for example, consider regulations, such as the Federal Law "On Education", "The Concept of Modernization Russian education”, then we can single out such an aspect that in order to achieve a new quality of education, it is necessary to carry out informatization of education and optimization of teaching methods. It should also be noted that computer technology in this moment are intended to become not an addition to education and upbringing, but an integral part of a holistic educational process.
appeared today new level preschool education, no less important than the school stage. This is the level of support for the diversity of childhood, the uniqueness of childhood, its uniqueness.
With the introduction of the Federal State Educational Standard for preschool education, a number of requirements were introduced in our organization. First of all, these are: expanding the opportunities for developing the personal potential and abilities of each child of preschool age, as well as developing the interest and motivation of children in understanding the world and creativity. The development of these abilities, in modern century is impossible without the use of information and communication technologies.
ICT is actively used in our kindergarten. The effectiveness of computerization of education in a preschool educational organization depends on the quality of the applied pedagogical software tools, from the ability to rationally and skillfully use them in educational process. Information and communication technologies are used both in the educational and educational work of the teacher, and in cooperation with parents, the public, as a popularization of the activities of the kindergarten.
Unlike conventional technological learning tools, information and communication technologies allow not only to saturate the child large quantity ready, strictly selected, properly organized knowledge, but also to develop intellectual, Creative skills, and what is very important in early childhood- the ability to independently acquire new knowledge.
The ability of a computer to reproduce information simultaneously in the form of text, graphic image, sound, speech, video, memorize and process data with great speed allows educators to create new means of activity for children that are fundamentally different from all existing games and toys. All this imposes qualitatively new requirements on preschool education, the first link in lifelong education, one of the main tasks of which is to lay the potential for the enriched development of the child's personality.
Therefore, it is necessary to introduce information technologies into the system of preschool education and training. Practice has shown that this significantly increases the interest of children in educational activities, increases the level of cognitive capabilities.
The use of new unusual methods of explanation and consolidation, especially in a playful way, increases the involuntary attention of children, helps to develop voluntary attention. Information technology provides a person-centered approach. The capabilities of the computer allow you to increase the amount of material offered for review. In addition, for preschoolers, the same program material must be repeated many times, and the variety of presentation forms is of great importance.
The use of Internet resources makes it possible to make the educational process for preschoolers informative, entertaining, and comfortable. Information and methodological support in the form of electronic resources can be used during the preparation of the teacher for classes, the study of new methods, and the selection of visual aids.
The capabilities of the computer allow you to increase the amount of material offered for review. A bright luminous screen attracts attention, makes it possible to switch children's audio perception to visual, animated characters arouse interest, as a result, tension is relieved. But today, unfortunately, there is not enough good computer programs which are intended for children of this age. American experts identify a number of requirements that developmental programs for children must meet: exploratory nature, ease for the child to study independently, development of a wide range of skills and ideas, high technical level, age-appropriate, entertaining.
The use of such programs allows not only to enrich knowledge, to use a computer for a more complete acquaintance with objects and phenomena that are outside own experience child, but also enhance the child's creativity; the ability to operate with symbols on the monitor screen helps to optimize the transition from visual-figurative to abstract thinking; the use of creative and directing games creates additional motivation in the formation learning activities; individual work with a computer increases the number of situations that the child can solve independently.
Multimedia presentations make it possible to present educational and developmental material as a system of bright reference images filled with comprehensive structured information in an algorithmic manner. In this case, various channels of perception are involved, which makes it possible to store information not only in factographic, but also in associative form in the memory of children. The purpose of such a presentation of developing and educational information is the formation of a system of thought formation in children. The presentation of material in the form of a multimedia presentation reduces the time of learning, frees up the resources of children's health. The use of multimedia presentations during educational activities makes it possible to build an educational process based on psychologically correct modes of functioning of attention, memory,
mental activity, humanization of the content of education and pedagogical interactions, reconstruction of the learning and development process from the standpoint of integrity.
At the same time, information and, especially, telecommunication technologies can increase the effectiveness of the interaction between the teaching staff of the kindergarten and parents in teaching and preschoolers. The kindergarten's own website on the Internet provides parents with the opportunity to quickly obtain information about the life of the preschool educational institution, groups, class schedules, events, holidays, and entertainment. In addition, the site of a kindergarten or other educational institutions can become a source of educational, methodological or educational information for parents. From the pages of such sites, parents can get information about methods of preserving the health of children, their safety, the rules of the child's behavior in the family and in society, helpful tips for the education and upbringing of preschoolers.
At present, IR technologies make it possible to create electronic didactic tools based on the multimedia presentation of the material. The introduction of ICT technologies into the educational process optimizes the educational process, modifies the traditional forms of presenting information, and provides ease and convenience.
The use of computer technology is not the influence of fashion, but the need dictated by the current level of development of education, allows you to prepare preschoolers so that they can the best way express themselves in the modern world and contribute to the creation of a “global competence society”.
Literature:
Zakharova I. G. Information technologies in education: textbook. Allowance for students. Ped. Proc. Institutions [Text]. - M., 2003.
Robert I. V. Modern information technologies in education: didactic problems, prospects for use [Text]. – M.: Shkola-Press, 1994. – 204 p.
Ezopova S. A. Pre-school education, or Education of older preschool children: innovations and traditions / S. A. Ezopova // Preschool pedagogy. - 2007. - No. 6. - S. 8-10.
At present, information and communication technologies are being actively introduced into the educational process of preschool educational organizations. A lot of simple and complex computer programs have been created for different areas of knowledge in each age period. There are various interactive tools aimed at developing various mental functions children, such as visual and auditory perception, attention, memory, verbal-logical thinking, etc., which can be successfully used in teaching preschool children.
In our kindergarten "Rainbow", the interactive whiteboard Elit Panaboard by Panasonik appeared in 2013 and is used regularly to work with children and a team of teachers and parents. Interactive board - universal tool, which allows any teacher to organize the educational process so that children have an increased interest in educational activities, stability of attention, speed of mental operations. Ways to use an interactive whiteboard in educational and independent activities in kindergarten can only be limited by your imagination. These include presentations and interactive tutorials. and creation of projects in graphic, software environments.
Education of preschool children is becoming more attractive and exciting. Interactive and multimedia tools are designed to inspire and encourage them to strive to acquire new knowledge. The interactive whiteboard significantly expands the possibilities of presentation educational information, allows you to increase the motivation of the child. Application of multimedia technologies (colors, graphics, sound, modern means video equipment) allows you to model various situations and environments. Game components included in multimedia programs activate the cognitive activity of students and enhance the assimilation of the material.
Interactive and multimedia tools have significantly expanded the possibilities of the presented cognitive material, made it possible to increase the child's motivation to acquire new knowledge. We use the whiteboard in almost all educational areas.
Our creative teams have developed and implemented in educational activities with children: complexes of interactive didactic games on the development of speech for different age groups; complexes of cognitive interactive games to form the foundations proper nutrition; cognitive complex of interactive didactic games with converters (OTSM technology - TRIZ and RTV); Now, at this time, a methodological complex of cognitive interactive games is being developed to form the foundations of a healthy lifestyle using OTSM technology - TRIZ and RTV.
We noted that educational activities using interactive games are becoming more attractive and exciting. Game moments included in educational activities activate the cognitive activity of the child, and enhance the assimilation of the material.
Another advantage of using an interactive whiteboard in kindergarten is the ability to make virtual trips and conduct integrated classes. It is known that older preschoolers have better developed involuntary attention, which becomes especially concentrated when children are interested. They increase the speed of receiving and processing information, they remember it better.
The interactive whiteboard significantly expands the capabilities of the educator and teacher. The unique concept of our developments provides the educator with a number of advantages:
FLEXIBILITY
The educator can use the interactive activities as they are, integrate them into their own LA design, replace individual images or page captions, or use the resources as a template or source of ideas for their own designs.
VERSATILITY
Ready-made educational resources are complexes of didactic games and educational activities. They can be used not only in developing activities, but also in monitoring.
EASE OF USE
This educational resource gives the teacher access to editing the materials presented by us. This does not require programming knowledge or special skills - a general familiarity with the board software is enough.
Skills required to use the interactive whiteboard:
- Basic knowledge of the computer device
- Work in programs: Word, PowerPoint
- Internet practice (for searching images, sound and multimedia files, ready-made presentations and training programs).
INTERACTIVE WORK
Resources are designed to take full advantage of the interactive whiteboard, making any activity richer and more interesting, encouraging children to be more active and achieving better results. The structure of the games uses sound files and video (cartoons).
ORIENTATION TO THE TEACHER
The developed educational resources allow you to save time when preparing activities, but do not limit the freedom of creativity of the teacher.
Based on personal experience It can be said that the use of an interactive whiteboard in the educational process, in combination with traditional methods and innovative technologies, significantly increases the efficiency of education and training of preschoolers. At the same time, quality development program material, sensory, cognitive, speech development, development of graph-motor skills and orientation in space. With the help of an interactive whiteboard, the speed of information transfer to children increases, the level of understanding by children improves, which contributes to the development of all forms of thinking.
Target: level up professional competence teachers on the use of interactive equipment in the educational activities of preschool educational institutions in order to improve the quality of education in accordance with the requirements of the Federal State Educational Standard.
Tasks:
1. To introduce teachers to the Play and Grow interactive game system using the contactless touch game controller Kinect Play and Grow.
2. Demonstrate functionality interactive board Elite Panaboard in work with children and teachers.
3. Demonstrate the functionality of the interactive equipment of the sensory room.
4. Analyze the presented interactive equipment in terms of pedagogical value for the development of preschoolers.
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Master Class "The use of interactive equipment in the educational activities of preschool educational institutions"
Project “Multimedia education for children and adults
in MADOU "Kindergarten "Teremok"
Project participants: pupils, teachers, parents, social partners. Project implementation time: 2014-1017 academic year of the year. Objective of the project: creation of a media educational environment in a preschool educational institution that ensures the development of the actual and potential individuality (giftedness) of each child in joint multimedia (interactive) projects of teachers, parents and children.
Project objectives: creation of a media educational environment that takes into account the interests and needs of the child, provides an opportunity for the child to advance in its development; search for new methods and techniques, enrichment of the content of ongoing programs modern material; coordination of the activities of teachers, social partners and parents to develop the actual and potential giftedness of children in the educational process in the course of creating joint media projects;
Project objectives: enhancing the use of ICT by teachers in working with children and the use of ICT for the presentation of work experience. the formation of skills in the child, from the very early age entering the "electronic environment", navigate in it, acquire the skills of "reading", processing and analyzing information received from different sources to think critically about it; the formation of the child's ability to create their own media projects.
Word interactive has arrived
to us from in English "interact".
Inter is "mutual"
act - act.
Interactive -capable of interacting or being
in the mode of conversation, dialogue with something
or with anyone.
Game interactive system "Play and Grow" using contactless touch game controller Kinect.
Advantages: - children are no longer sitting at the monitor, they are away from the screen, do not spoil vision and posture. - Mobile classes with "Play and Grow" give the specialist new opportunities in work, - allow children to enjoy the exciting educational process. - Such activities cause an emotional upsurge in children, increase motivation and cognitive activity, develop thinking, memory, coordination, imagination, provide good training for school. - Game tasks correspond to age and individual characteristics development of preschool children. The complex is compiled in accordance with the calendar-thematic planning of the educational process in a preschool educational institution.
The complex received positive reviews from the Ministry of Education and Science of the Russian Federation. Developed Toolkit to the complex corresponds GEF DO. The complex includes three blocks of classes - "Development of speech", "The world around" and "Rules of the road". AT total amount over 60 lessons. The complex is designed for children with 3 to 7 years old.
interactive board Elite Panaboard Interactive whiteboard (ID) is a device that allows the teacher to combine two various tools: a screen for displaying information and a regular whiteboard.
Information technology provides wide opportunities for individualization and differentiation of the educational process, increase the motivation of preschoolers to learn. Competent work with an interactive whiteboard during the GCD allows you to optimize the learning of preschoolers. Using the interactive whiteboard in conjunction with the software provides endless possibilities to create a group creative interactive environment during the GCD.
Interactive whiteboard (ID) – significance for the child An electronic interactive board acts as a partner in the game, becomes a storyteller, teacher and even an examiner. GCD using ID is very exciting, it captures with its novelty, accessibility, scale and is simply a pleasure for preschoolers. Children with enviable ease master the ways of working with various electronic, computer novelties, but at the same time it is important that they do not become dependent on the computer, but appreciate and strive for a lively, emotional human communication. Therefore, the board is used only as one of the techniques in the classroom.
sensory room
sensory room- this is a specially organized environment, filled with various kinds of stimulants, with the help of which you can influence nervous system person to achieve a certain result.
The sensory room is considered interactive environment. Interactive equipment is part of the psychologist's office.
And divided into two main functional blocks: Relaxation block and Activation block
Interactive light module "Sand Fantasy"
Magic thread with controller
fiber optic
Device "Nirvana"
Air bubble column
Dry shower
light tunnel
Olesya Galushko
Effective use of interactive equipment in the educational process of preschool educational institutions
At present, information and communication technologies are being actively implemented in educational process of preschool educational organizations. A lot of simple and complex computer programs have been created for different areas of knowledge in each age period. There are various interactive tools aimed at developing various mental functions of children, such as visual and auditory perception, attention, memory, verbal-logical thinking, etc., which can be successfully used in teaching preschool children.
In our kindergarten "Rainbow" interactive Elit Panaboard by Panasonic appeared in 2013 and used regularly to work with children and a team of teachers and parents. Interactive board is a universal tool that allows any teacher to organize educational process is so that children have increased interest in educational activities, stability of attention, speed of mental operations. How to use interactive whiteboard in educational and independent activities in kindergarten can only be limited by your imagination. These are presentations and interactive tutorials. and creation of projects in graphic, software environments.
Education of preschool children is becoming more attractive and exciting. Interactive and multimedia tools are designed to inspire and encourage them to strive to acquire new knowledge. Interactive the board significantly expands the possibilities of presenting educational information, allows you to increase the motivation of the child. Application of multimedia technologies (colors, graphics, sound, modern video equipment) allows you to simulate different situations and environments. Game components included in multimedia programs activate the cognitive activity of students and enhance the assimilation of the material.
Interactive and multimedia tools have significantly expanded the possibilities of the presented cognitive material, made it possible to increase the child's motivation to master new knowledge. We use board in almost all educational fields.
Our creative teams have developed and implemented in educational activities with children: complexes interactive didactic games for the development of speech for different age groups; complexes of cognitive interactive games on the formation of the basics of proper nutrition; cognitive complex interactive didactic games with converters(OTSM technology - TRIZ and RTV); now at this time a methodological complex of cognitive interactive games on the formation of the foundations of a healthy lifestyle using OTSM technologies - TRIZ and RTV.
We noted that educational activities using interactive gaming becomes more attractive and exciting. Game moments included in educational activities, activate the cognitive activity of the child, and enhance the assimilation of the material.
Another advantage use of interactive boards in kindergarten - the ability to make virtual trips, holding integrated classes. It is known that older preschoolers have better developed involuntary attention, which becomes especially concentrated when children interesting. They increase the speed of receiving and processing information, they remember it better.
Interactive the board significantly expands the possibilities of the educator and teacher. The unique concept of our developments provides the educator with a number of benefits:
FLEXIBILITY
The teacher can use interactive tasks in the form in which they are presented integrate them into their own OD development, replace individual Images or inscriptions on pages or use resources as a reference or a source of ideas for your own developments.
VERSATILITY
Finished educational resources are complexes of didactic games and educational activities. They can used not only in developing activities, but also in monitoring.
SIMPLICITY USES
The educational the resource gives the teacher access to editing the materials presented by us. This does not require programming knowledge or special skills - a general familiarity with the board software is enough.
Skills needed to apply interactive whiteboard:
Basic knowledge of the computer device
Work in programs: Word, PowerPoint
Practice in Internet(For search images, audio and multimedia files, ready-made presentations and tutorials).
INTERACTIVE WORK
The resources are designed way to take advantage of all the possibilities interactive whiteboard, making it so way any activity more intense and interesting, contribute to more active work of children and allow to achieve better results. In the structure of games are used sound files and videos (cartoons).
ORIENTATION TO THE TEACHER
Designed educational resources allow you to save time in the preparation of activities, but do not limit the freedom of creativity of the teacher.
Based on personal experience, we can say that the application interactive whiteboard in the educational process combined with traditional methods and innovative technologies, greatly improves efficiency education and training of preschool children. At the same time, there is a qualitative development of the program material, sensory, cognitive, speech development, the development of graph-motor skills and orientation in space. Via interactive the board increases the speed of information transfer to children, the level of its understanding by children improves, which contributes to the development of all forms of thinking.
Related publications:
Presentation "The use of a digital microscope in the educational process of preschool educational institutions" The relevance of the use of information technology in modern preschool education dictated by the rapid development of information.
“The use of ICT in the educational process in the preschool educational institution” Prepared by the Educator Svetlana Sergeevna Kontsevaya Informatization of society is essential.
The use of non-standard equipment as a modern effective means of physical culture and health work in preschool educational institutions MDOAU d / s No. 40, Orsk "Golubok" Generalization of work experience
