"The use of interactive equipment in educational activities for the development of the personality of a preschooler"
The most important task of modern pedagogical science and practices in child development preschool age is to intensify the search for the latest educational technologies that contribute to the comprehensive development of the personality of the baby.
Interactive board - universal tool, which allows you to make classes with preschool children more interesting, visual and exciting. AT last years Preschool institutions have appreciated these opportunities and are increasingly purchasing interactive whiteboards.
The interactive whiteboard can be used as a regular screen or TV for demonstration purposes. visual material, but this does not allow you to use all its resources.
1 .Meaning interactive games in preschool development.
New modern possibilities they initiate the teachers of our institution to solve educational problems in different ways, one of which is the use of new ICT tools. From December 2013 to kindergarten using an interactive whiteboardstarBoard(Hitachi) is a touch screen that works as part of a system that includes a computer and a projector.
According to clause 5.7 SanPiN 2.4.2.2821-10 sanitary standards contain requirements for the conditions of artificial lighting of the room. When using ID, it is necessary to ensure its uniform illumination and the absence of light spots of increased brightness. It should be noted that the interactive whiteboard can only be used as an additional technical equipment for short-term use in the classroom and for demonstration of individual teaching materials. According to SanPiN, we can use ID every day only for 1 lesson and no more than 2 - 10 minutes, depending on the age of the children.
The technology of the board, based on the principle of a resistive matrix, is widespread in the world and safe for health. The board allows you to write and draw on it with electronic ink and save all your notes. A feature of the interactive whiteboard is tactile control, which helps to realize various styles training, including work with children of various physiological characteristics (“left-handed”, “right-handed”), and with children disabilities. The board reacts to the touch of a finger (or any other object) like a computer mouse.
Big square surfaces of the ID turns joint activities with children into a dynamic and exciting game. In the classroom, children become interactive participants in the process of "live" learning: they use large bright images, move letters and numbers, compose words and sentences, operate with geometric shapes and various objects just with their fingers. Preschoolers, who perceive information visually and kinesthetically, understand and assimilate the proposed material much more effectively than just relying on visual perception pictures and the well-known method of repetition.
Sl.2 In kindergartens, one should not focus on some “absolute” norms, but choose the height in such a way as to ensure the most comfortable work for both children and teachers.
When you start working with the whiteboard, you need to enable calibration to adjust the accuracy of pen or hand alignment when working on the whiteboard.
2 . Creating games using an interactive whiteboard.
Working with ID has its own characteristics. In our kindergarten, groups are equipped taking into account age and sanitary and hygienic requirements.To maintain an optimal microclimate, prevent the accumulation of static electricity and the deterioration of the chemical and ionic composition of the air, the following must be carried out: airing the group before and after classes, wet cleaning before and after classes.
The material for working with ID is carefully selected by teachers in accordance with the age of the children and is built according to a promising thematic plan.
When preparing materials, educators who are just starting to use the interactive whiteboard face some difficulties. The creation of interactive resources for kindergarten has certain specifics. The image on an interactive whiteboard is perceived differently than on a monitor, and the layout of interactive elements that is convenient for working with a mouse may not be convenient when using an interactive whiteboard.
The interactive whiteboard has a fairly large screen. Standing at the blackboard Small child cannot see it in its entirety in order to find the images needed to complete the task. The images themselves should not be too large, otherwise they are poorly perceived with close range.
Despite the fact that preschools try to place the board as low as possible, height does not allow children to use the entire surface of it. (Sk. 3) With this in mind, pictures for moving or connecting with lines, fields for inscribing and places for drawings should be at the bottom of the board (in its lower half or third, depending on the age of the children). The distance between the images with which the child works independently should be small. Otherwise, children, especially younger ones, will not be able to draw a long enough line to connect the elements or drag them to the right place without "dropping".
Knowing these recommendations does not always allow you to avoid mistakes when creating interactive resources. In most cases, when preparing materials for educational activities, teachers work at a computer without having an interactive whiteboard nearby. small size monitors create the illusion of compactness of all objects on the page, and educators often underestimate the difference between a computer monitor and an interactive whiteboard screen. The picture on the board is on average five times larger than on the monitor.
Sl.4 To create interactive games, it is enough to master the elements of computer literacy: basic knowledge of the computer device, the ability to work in programs: Word, PowerPoint, the practice of working on the Internet (for searching for images and training programs).
On the pages of Internet sites there are many ready-made interactive games and exercises that you can use in your work with children. It should only be noted that there is not so much material for preschoolers and that material is mainly for elementary school. But since educators are creative people, those who master the skills of working with the program will not be great work rework these tasks, make them more vivid and interesting, accessible to preschoolers. Even if the lesson itself seems boring and uninteresting, then for sure there will be some entertaining interactive technique in it that you can take into service. As soon as you understand everything, then, of course, it becomes interesting to invent and implement your developments and various interactive techniques in your activities. How do we do it.
In order to effectively conduct classes using the interactive whiteboard, we have developed an algorithm, following which the teacher can successfully prepare for the lesson using the interactive whiteboard.
Algorithm for creating interactive games:
determine the theme, type and purpose of the game;
draw up a temporary structure of the lesson, in accordance with the main goal, outline tasks and necessary steps to achieve them;
think through the stages at which interactive whiteboard tools are needed;
the most effective means are selected from the reserves of computer support.
the expediency of their application in comparison with traditional means is considered;
selected materials are evaluated in time: their duration should not exceed sanitary standards;
a time base (per-minute plan) of the lesson is drawn up;
a presentation program is assembled from the found material.
3. Practical use of interactive games in the educational process of preschool educational institutions.
Our kindergarten has enough games that make up the kindergarten's media library and are used in all areas of the educational process. it creative games TRIZ technology, games for cognitive and speech development, entertaining games in mathematics and literacy, games for the development of logical thinking, etc. Workshops are held for kindergarten teachers and parents.
4. Demonstration of the creation of interactive games.
I want to show you some tricks when working with ID.
Presentation.
Also, to create games, we use the programs included in the set of our ID, in which you can create and save games.
5 .Conclusion.
Working with an interactive whiteboard made it possible to use in educational activities in a new way didactic games and exercises, communication games, problem situations, creative tasks. The use of ID in the joint and independent activities of the child was one of the effective ways motivation and individualization of training, development creativity and creating a favorable emotional background.
The teacher should not only be able to use a computer and modern multimedia equipment, but also create their own educational resources, widely use them in their pedagogical activities. It is important to become both for the child and for the parents a guide to the world of new technologies, a mentor in choosing computer games and to form the foundations of the information culture of the child's personality.
Our everyday life It is no longer possible to imagine without information and communication technologies. The use of information and communication technologies in the educational process in preschool educational institution- this is one of the newest and most urgent problems in domestic preschool pedagogy.
An interactive whiteboard is a universal tool that allows you to make classes with preschool children more interesting, visual and exciting.
An interactive whiteboard is a touch screen that works as part of a system that also includes a computer and a projector. The computer is sending a signal to the projector. The projector displays the image on the interactive whiteboard. The interactive whiteboard works both as a regular screen and as a computer control device. Just touch the surface of the board to start working on the computer. Using the board, you can open any files (graphics, video, audio), work with the Internet. Everything is like working with personal computer and even more.
The opportunities provided by network resources allow solving a number of tasks that are relevant for specialists working in the system of preschool education.
Firstly, this is additional information that, for whatever reason, is not in print publications.
Secondly, this is a variety of illustrative material, both static and dynamic (animations, video materials).
Thirdly,- this is the most democratic way of disseminating new methodological ideas and didactic aids, available to methodologists and teachers, regardless of their place of residence.
At the same time, teachers face difficulties in mastering new boards, especially on initial stage, in particular with the lack of ready-made resources - materials that can be used with an interactive whiteboard. Kindergarten teachers are taking the first steps in mastering interactive whiteboards by exploring their capabilities.
Teachers who are just starting to master the work will have access to the easiest way to work with it - using it as a simple screen, the image on which is fed from a computer.
Wherein necessary condition is the development of the following skills:
- Basic knowledge of computer hardware
- Work in programs: Word, PowerPoint
- · Practice working on the Internet (to search for images, ready-made presentations and tutorials).
For teachers, there is no need to prepare bulky manuals for educational activities - you can use a ready-made gallery of pictures or add your own pictures, illustrations, photographs.
Tasks solved when working with an interactive whiteboard:
development of cognitive and creative activity of children, curiosity, imagination, imaginative thinking;
formation of the child's readiness for schooling;
familiarization of children with the possibilities of computer technology;
mastering the skills and work with an interactive whiteboard.
Our teaching staff, who are just starting to learn how to work with an interactive whiteboard, at first had access to the easiest way to work with it - using it as a simple screen, the image on which is fed from a computer. In this form, the interactive whiteboard was used at parent-teacher meetings, district methodological associations, and leisure activities. 2 way of work - ready-made presentations, 3 - ready-made interactive games, games and tasks compiled by our teachers. We have not yet mastered the use of other interactive whiteboard features.
2. Our short experience of using an interactive whiteboard shows that teaching and educating preschoolers has become more attractive and exciting. 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 classes - Introducing the World, Math, Speech Development, Preparing for Literacy, Integrated Classes. And we want to note its advantages for classes in kindergarten. 7 [Galishnikova, L. Using an interactive Smart-board in the learning process / L. Galishnikova // Teacher No. 4. - P. 8-10.]
The use of an interactive whiteboard using multimedia technologies (graphics, color, sound, video materials) allows us to model in the classroom various situations and environments. For example, when immersing in the lexical topic "Poultry" in a lesson on familiarization with the environment, children were happy to compose bird families on the board, play the interactive game "The Fourth Extra", generalize knowledge about the appearance of poultry in the game "Beaks, paws and tails "- made up a bird on the board from separate parts of the body. At the lesson on the development of speech, the interactive game "Bird's Dining Room" (with provocations), "Pick up a mother and a cub" was successfully held. In the interactive game "Name it affectionately", the children practiced word formation. With the development of coherent speech, a descriptive story about poultry was made, having previously watched a multimedia presentation. In mathematics classes, they correlated the number with the number of birds, learned to find the place of the number in numerical series, "neighbors" of the number and birds, considered poultry in direct and reverse order. It was easier for us to attract and hold the attention of children for a longer time. Educational activities are organized in such a way that the children themselves work at the blackboard, completing tasks, and do not passively perceive the teacher's explanations. This allows teachers to achieve the greatest effect, and also forms additional motivation among pupils - they really like to work at the blackboard, they are offended if the teacher does not provide them with such an opportunity. Thus, in our classes there is an individualization of learning, the development of mental processes in pupils, the creation of a favorable emotional background.
3. 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. All classes of the week were held with the same high cognitive interest. lexical topic"Space". Children received unforgettable impressions during a virtual space travel on a rocket. 17 [Korablev A. A. Information and telecommunication technologies in the educational process// School. - 2006. - No. 2. - With. 37-39]
Currently, there are not many ready-made interactive resources created directly in software interactive whiteboard for preschoolers. Therefore, we are trying to create our own collection of activities that we have developed using Digital Educational Resources. We already have ready-made developments on following topics: “Flight to the moon”, “Gifts from Santa Claus”, “Musical riddles”, “Visiting a white bear cub”, “My native village”, “Knowledge day”. Of course, the first materials were created by us by "trial and error" and in creating them we had to overcome some difficulties that could not be foreseen due to lack of experience. But every day it became easier and more interesting to work.
Techniques based on the movement of images or text on the whiteboard screen are also available. When completing tasks, children can arrange images in a certain order, continue the sequence, compose an image in accordance with a sample, sort pictures or inscriptions according to a given attribute, navigate in space, etc. Classes with an interactive whiteboard help children master the universal prerequisites for educational activities (children learn listen to the task, raise your hand for an answer, carefully watch how others complete the task, notice and correct mistakes). Pupils began to better navigate the plane and designate mutual arrangement items. The board helps to develop coordination of hand movements, to achieve a distinct form. An interactive whiteboard can be used as a regular screen or TV to demonstrate visual material, but this does not allow using all its resources. So, on the screen of the board, children can perform tasks in almost the same way as on paper - connect dots, draw, write, which contributes to the formation of graphic skills. Teachers can show them on the board how to do paper tasks, for example when teaching drawing.
When preparing materials, educators who are just starting to use the interactive whiteboard face some difficulties. The image on an interactive whiteboard is perceived differently than on a monitor, and the layout of interactive elements that is convenient for working with a mouse may not be convenient when using an interactive whiteboard.
The interactive whiteboard has a fairly large screen. A small child standing at the blackboard cannot look at it entirely in order to find the images needed to complete the task. The images themselves should not be too large, otherwise they are poorly perceived at close range. Of course, if only the educator works on the page, showing the children how to complete the task on paper or expecting correct verbal answers from them, such restrictions do not matter. The teacher works on the screen of the board, and the children, being at some distance, can cover the entire image with their eyes.
Despite the fact that preschools try to place the board as low as possible, height does not allow children to use the entire surface of it. With this in mind, pictures for moving or connecting with lines, fields for inscribing and places for drawings should be at the bottom of the board (in its lower half or third, depending on the age of the children). The distance between the images with which the child works independently should be small. Otherwise, children, especially younger ones, will not be able to draw a long enough line to connect the elements or drag them to the right place without "dropping".
Knowing these recommendations does not always allow you to avoid mistakes when creating interactive resources. The picture on the board is on average five times larger than on the monitor, and "only" ten centimeters on the board turn into "as many" fifty, which children find it difficult to cope with.
4. Introduction to the information culture is not only the mastery of computer literacy, but also the acquisition of ethical, aesthetic and intellectual sensitivity. The fact that children can master with enviable ease how to work with various electronic, computer innovations is beyond doubt; 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. In this regard, the teachers of our kindergarten always adhere to the requirements of SanPiN. 15 [Interactive technologies in education// educational and methodological complex// Russian State humanitarian University. - Moscow, 2005. - 21s. ]
Working with an interactive whiteboard made it possible to use didactic games and exercises, communicative games, problem situations, and creative tasks in educational activities in a new way. The use of ID in the joint and independent activities of the child was one of the effective ways to motivate and individualize learning, develop creative abilities and create a favorable emotional background.
A room for interactive activities in kindergarten can perform the following tasks:
- Teaching children with the latest educational technologies;
- serve as an entertainment and game center;
- It can carry out the widest possible range of educational and entertainment tasks;
- possess maximum convenience work for both children and teachers;
- 5. introduce children to the possibilities and skills of computer technology. 19 [Likitina M. Child at the computer. - M., Eksmo, 2006.]
Examples of using the interactive whiteboard
Education with the use of interactive complexes becomes more qualitative, interesting and productive. Subject to the systematic use of electronic multimedia training programs in educational process in combination with traditional teaching methods and pedagogical innovations, the effectiveness of teaching children with different levels of training is significantly increased. At the same time, there is a qualitative increase in the result of education due to the simultaneous impact of several technologies. The use of multimedia in e-learning not only increases the speed of information transfer to students and increases the level of its understanding, but also contributes to the development of such important qualities as intuition, imaginative thinking.
Ways to use an interactive whiteboard in kindergarten classes can only be limited by your imagination. These include presentations and interactive tutorials. and creation of projects in graphic, software environments. More about this is discussed in the Appendix to this work.
Teachers who are just starting to learn how to work with an interactive whiteboard will have access to the easiest way to work with it - using it as a simple screen, the image on which is fed from a computer.
6. While using the interactive whiteboard in easy mode the image of the computer through the projector is fed to the interactive whiteboard, and the computer itself can be controlled using special markers that come with the interactive whiteboard. So, here's the easiest way for a teacher to use an interactive whiteboard in a school - to showcase ready-made presentations. 13 [Zakharova I. G. Information Technology in education: Proc. allowance for students. higher ped. textbook establishments. - M., 2003]
Today there is no doubt that preschool childhood is a unique period, a time of rapid growth and development of children. Professor of the University of Chicago B. Bloom built a curve that reflects the speed of child development and the degree of influence that the child's living conditions have on it. different ages. In particular, B. Bloom claims that 80% of a child's mental abilities are formed precisely in preschool childhood: of these, according to IQ-tests, 20% of the abilities the child acquires before 1 year, another 30% - up to 4 years and 30% - from 4 to 8 years. Of course, the percentage definition of abilities is very conditional, but the extremely rapid development of the preschooler and his special sensitivity to external influences is difficult to deny. The second pattern, noted by B. Bloom, concerns that very special sensitivity, the sensitivity of the age before school: if you believe the curve, it turns out that, than younger child, the greater the influence of exogenous factors on it, - external conditions environment. The susceptibility to the formation of abilities, which is created in preschool childhood, can greatly enrich the development of the child, or, on the contrary, turn out to be a wasted and, alas, a short-lived gift. It is no secret that properly selected game material opens up additional opportunities for the mental growth of a preschooler. Thanks to the modernization program Russian education innovative equipment has become a significant part of the subject-developing environment of preschool institutions: interactive whiteboards, tables, multimedia children's studios and tablets. A special learning space is already emerging around these “smart” and “beautiful” devices. And it is important for teachers, it is necessary to take into account the importance of working with a media tool in the system general development children. Having answered the question: how and what kind of interactive equipment should be used in order to the best way ensure the development of the child's abilities, preschool pedagogy will avoid spontaneous and not always expedient enrichment of the subject-developing environment. Today's children are exposed to the world of media very early. This is, so to speak, a natural process, a sign of our time. But what pedagogy will try to find a way effective application new learning tool is seen as an unconditional achievement modern system education. In fact, the inclusion of interactive equipment in the educational environment of the kindergarten is the beginning of a long practical journey, a detailed and thorough test of what modern technological tools can provide for the development of a child. We hope that general recommendations on the organization of activities and examples of training tasks obtained experimentally will become the "first signs", elements of building a methodology available to any competent teacher. So, in order for the introduction of interactive equipment to really enrich the play space of a preschooler, contribute to the expansion and deepening of his activities, we must establish and observe following conditions using interactive tools. The first is free communication between an adult and a child or a child and other children, when a “smart” object supports the human, personal interest of the participants in the game to each other. 
This is very significant, since the undivided attention of the child, the enthusiasm for the digital attribute, most likely, is the reason for the unsuccessful use of technical means in everyday life. As evidenced by the observations of American colleagues (S. Dosani, P. Cross, 2008), preschoolers immersed in the interactive world not only do not turn out to be smarter than their peers, but lag behind them. Speech development a child who spends two to four hours a day in front of the TV is delayed for a year! - a very painful deviation from the norm. The second is an appeal to "children's" activities. Unlike school age where thrives educational activity, and the transmission of a certain minimum of knowledge, skills and abilities is the core curricula, preschool education shapes the child's abilities, creates the prerequisites for the future successful work. The kid plays, draws, constructs, listens to fairy tales, which means he learns to think, perceive the world around him, navigate in space and time, master speech. 
It is good if the interactive equipment can enrich the situation of ability formation, that develop in early childhood. In other words, interactive equipment should be aimed at improving "children's" activities. Changing and becoming more complex each time, it will “pull up” the abilities of children. The third condition is the independence of the child. In activity, each preschooler himself discovers the abilities hidden in him, and training only suggests the way to this discovery. Naturally, one child "finds" more than another. But an indispensable aspect of developmental learning is independent work preschool children with one or another material. 
This imposes certain requirements on the quality of interactive equipment. So, if the technical side of interaction with the object turns out to be excessively complex, the child will not be able to take on the task, and the development of abilities will thereby be suspended. The same applies to the situation when the executive, “working” part of the process relies on qualities that have not yet been formed at preschool age, for example, a developed eye or hand motor skills. It should be remembered that the easier it is for a child to master the methods and techniques of working with interactive equipment, the more opportunities he will have for independent knowledge and transformation of the surrounding reality. In the 20th century, the American professor O.H. Moore created a "talking" typewriter - a prototype of a modern "children's" computer. The child pressed a key, the machine sounded it, pronouncing the corresponding sound, and a large letter appeared on the luminous screen. So, working with this equipment turned out to be fundamentally accessible even to small children aged two to three years. Within a year and a half, preschoolers were actively typing their own compositions on a typewriter, that is, they switched from executive actions to the embodiment of a creative idea. The fourth condition is pedagogical support, organization of children's activities. Self-reliance is the key to a child's development. But it should not be assumed that the preschooler's acquaintance with the outside world is random. On the contrary, in the educational space it is difficult to imagine a moment when a child is forced to "touch" to look for ways to comprehend reality. Here, the teacher not only does not take the position of an outside observer, he supports and supervises children's activities, setting gradually more complex tasks for its participants. 
From the point of view of modern pedagogy, it is necessary that an adult, regardless of what external means is used to organize the game, has the opportunity to direct children's activity, expanding and enriching it, taking into account the individual achievements and pace of development of the child. And this means that interactive equipment cannot set a rigid framework for an invariable environment: the content side of working with technology should change as the preschooler masters a new stage of activity. The fifth condition is the support of children's creativity. Creation - natural state childhood, which is not burdened by stereotypes, a natural gift of the period before school. Children's creativity it is necessary to protect and cherish already because only in it, in free independent activity, abilities are laid that are of indispensable importance for future life person. First of all, we are talking about operating with images in the search for solutions to various scientific and artistic problems. There is every reason to believe that it is precisely on the ability to see the world in a childish way, without blinkers and barriers, that the imagination relies - component any major discovery. 
American chemists W. Platt and R. Baker conducted a study, a survey among 232 scientists. Their conclusions quite accurately define the role of creativity in the process of discovery, the creation of something new. According to scientists, a unifying, clarifying idea occurs when a researcher who is deeply interested in solving a problem does not consciously work on it. In typical cases, this is going beyond the obvious conclusion, the conclusion that any other person would make, based on the available information. In fact, the emergence of a new idea is nothing more than a leap of the imagination or the result of thinking in creativity. What about the activities of people of art? She, like no other, is based on impressions, bright and vibrant colors. Ultimately modern science, but what is there - human labor in many areas cannot develop without creativity. And creativity is born in the preschool childhood of the child. Through the support of children's initiative, learning without "training" and patterns, independent activity of the baby, a creative personality is brought up. And of course, few activities require more imagination from a child than artistic creativity. We can safely say that the drawing, modeling, writing of a child is not an empty "violence of fantasy", but a necessary basis for future brilliant achievements. 
It does not seem superfluous to recall the remarkable effect that creativity, included in the activities of a preschooler, gives: removing the barriers of uncertainty, it greatly increases the speed of mastering any educational program. The secret is that there are no memorization mechanisms in creativity. This emotional activity addressed to the personality of the child, using both conscious and subconscious channels. And if you do not get carried away and do not turn interactive equipment from a means of developing abilities into an end in itself, it becomes obvious that in preschool childhood, pedagogical value is not the fact that a child masters one or another technical means(Misha can type, but Kolya can't) and not the result of activity as such (Misha types faster than Kolya), but an emotionally colored process, a creative action (young writers invented and printed a fairy tale). As a specialist and as a practitioner, we are sure that the principle of operation of the equipment should not teach the child something unusual, but, on the contrary, expand and deepen the aspects of development that are natural for preschool age. Then a sense of interest and attractive, accessible activities will open up additional opportunities for the mental development of children. 
Independent results of the formation of intellectual abilities of preschoolers(and only in the first year of study, my pupils, children of senior preschool age with severe speech disorders, eight times became the winners of the All-Russian and twice - International quizzes, won the All-Russian and International Olympiads in cognitive and speech development) make real the very idea of the positive impact of interactive media. 
Unfortunately, in the minds of the layman, largely due to the approach of Western public institutions, a negative image of digital technologies has taken root, in particular, their impact on the health and development of the child. If it turns out that deviations in mental and personal development, fixed by foreign colleagues (American Academy of Pediatrics; J.I. Clarke; D. Burke, D. Lotus, etc.), say, a serious - more than a year - lag in mastering speech , lethargy, inertia, reduced creativity or, on the contrary, increased emotional arousal of children - the result of not turning on interactive tool into the life of a preschooler, but the consequence of its misapplication, theory, of course, will rethink all these facts that frighten us. It is very likely that through new facts, fixing the full development of the child, it will be possible to remove the unfair accusations addressed to the majority of interactive media. Then, from doubt and limitation of contacts with interactive equipment, from the spontaneous introduction of multimedia technologies into the educational process, preschool pedagogy will pass to the thoughtful use of the resources of the 21st century. The material was prepared by: teacher-speech therapist MBDOU CRR No. 5 "The World of Childhood" Afonina N.Yu.
Using interactive games 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 that will allow us to combine efforts to raise children, create an atmosphere of common interests and educational efforts.
The interest of parents lies in the quality care and 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 information processing, can serve as a powerful technical training tool and play a role indispensable assistant in education and general mental development child.
Therefore, the next stage in the rapprochement of parents, children and teachers of our group was the targeted use of information technology.
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 preschool children is currently particularly relevant.
The “Federal State Requirements for the Structure of the Basic General Education Program of Preschool Education” states that the main general education program should provide for the solution of program educational tasks in the joint activities of an adult and children and the independent activities of children not only within the framework of directly 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 preschool children 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, preschoolers have 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 chose 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.
