“Information and communication technologies as a means of developing speech in preschool children”
Educator
Currently, significant changes have occurred in the preschool education system due to the introduction of federal state requirements. The practice of preschool educational institutions indicates the need to expand the use of information and communication technologies (hereinafter ICT) in organizing the educational process. Having studied the pedagogical literature and best practices, I had a question: is it effective to use ICT in the process of speech development in preschool children? This is how the topic of my experience was born: “Information and communication technologies as a means of developing speech in preschool children.”
Domestic and foreign studies of the use of computers in preschool educational institutions convincingly prove not only the possibility and feasibility of these technologies, but also the special role of the computer in the development of intelligence and the child’s personality in general (research by Elova, I. Pashelite, B. Hunter, etc.). The importance and necessity of introducing ICT technologies into the learning process is noted by international experts in the “World Report on Communication and Information 1999–2000”, prepared by UNESCO and published at the end of the last millennium by the Business Press agency.
For me, as a teacher, ICT is useful forincreasing professional competence via the Internet (this is searching for information, sharing work experience and distance learning). Maintaining electronic portfolio and documentation. Conducting methodological work: consultations, seminars.
I use ICT in the process of joint communication activities with children as modern visual material. He also noted: “Children’s nature requires clarity.” But problems often arise. Where can I find the material I need and how best to demonstrate it? The visual material available in kindergarten is becoming outdated. And purchasing a new one requires considerable material costs. Do-it-yourself production requires ability, and does not always meet the necessary requirements for clarity. The need to improve the quality of visual material is the most compelling reason to think about using computer technology. These technologies are of great interest to me and are an additional set of opportunities in the development of pupils’ speech. In search of new ways and methods of organizing communication activities, I turned to standard Microsoft Office tools, namely, PowerPoint.
Improving the educational process with the help of ICT in working with children determines the relevance of this problem. The main idea of my teaching experience is the harmonious combination of modern technologies with traditional methods of developing a child’s speech.The realization that I see through the solution of the following tasks:
study regulatory documents, psychological and pedagogical literature on the use of ICT in working with preschool children;
justify the forms and methods of work when using ICT in communication activities with children;
use ICT tools to interact with parents on issues of children’s speech development;
create a bank of computer didactic and methodological materials on the use of ICT in the work of a teacher.
Designing educational activities with children using ICT requires adherence to certain didactic principles, which I am filling today with new content.
Activity principle the child in the learning process has been and remains one of the main principles in didactics. Using ICT, I stimulate children’s cognitive activity, thereby increasing interest in classes due to the novelty, realism and dynamism of the image, and the use of animation effects.
Guided by the principle of scientificity, pedagogical expediency I pursue one goal - to help children acquire real knowledge that correctly reflects reality. ICTs give me the opportunity to present realistic, undistorted information materials (reproductions of paintings, photographs, video clips, sound recordings) in multimedia form. I think that you will agree with me that various games and presentations that are publicly available on the Internet do not always correspond in their content to these principles. Therefore, I try to be especially careful when selecting material.
Realizing principle of accessibility, I select visual material, forms and methods of organizing educational activities so that they correspond to the level of preparation of children and their age characteristics.
The principle of systematicity and consistency learning is that the assimilation of educational material occurs in a certain order, system. I create and select multimedia presentations in accordance with a comprehensive thematic plan.
The principle of visibility. Preschoolers, with their visual-figurative thinking, understand only that it is possible to simultaneously view, hear, act or evaluate the action of an object. In this regard, in my work I use multimedia presentations - this is a program that can contain text materials, photographs, drawings, slide shows, sound design and narration, video clips and animation, and three-dimensional graphics. The use of presentation tools allows me to bring a visual effect to classes and helps children learn the material faster and in full.
Educational activities using ICT are complex, so I combine traditional and computer-based teaching tools, as well as the integration of educational areas.
I believe that using multimedia presentations in my work prevents children from getting tired, supports their cognitive activity, and increases the efficiency of my work in general. Their use in classes on speech development is interesting for children and, importantly, for me. The screen attracts attention, which we sometimes cannot achieve when working in groups with children.
Starting work on this topic, I expect to achieve the following results:
1. Students’ ideas about the world around them will expand and their vocabulary will be enriched.
2. Children will express their thoughts more logically and consistently and understand the meaning of words more deeply.
3. The ability to convey one’s impressions of a musical composition listened to, or a picture or illustration viewed, will be developed.
4. Children will use the artistic merits of their native language in speech, and at the end of training they will show a desire to create them independently.
5. Using these techniques will allow you to gradually lead the child to the individual composition of poems, riddles, and fairy tales.
6. In this approach, the provided relationship between group and subgroup, joint and individual forms of organizing work with children will be justified.
Working on this topic, I created a bank of multimedia presentations in the following areas of work: pronunciation formation; development of phonemic perception, mastery of elements of literacy; for the development and enrichment of the dictionary, the formation of lexical and grammatical means of the language; development of coherent speech; development of the articulatory apparatus, speech breathing; health-saving technologies.
I began my work on developing phonemic awareness in preschoolers with the development of perception of non-speech sounds; for this, in accordance with a comprehensive thematic plan, I selected presentations: “Gifts of Santa Claus”, “Sounds of the House”, “Tools”, etc. They not only demonstrate some either phenomena or objects, but also recreate the necessary auditory associations, for example, such as: “water is dripping,” “the door is creaking,” “the hammer is knocking.”
Especially necessary, in my opinion, are presentations for the development and enrichment of the dictionary, the formation of lexical and grammatical means of the language, the development of the dictionary, and the formation of word formation skills. This is how presentations on lexical topics appeared: “Children’s clothing”, “Hats”, “Dishes”, “Furniture”, “Every thing has its place”, “Professions”, which introduce children to objects and their purpose. On the lexical topic: “Professions”, together with our parents, we created a presentation to help each child write a story about their parent’s profession. This form of work was shown at the parent meeting.
To form pronunciation, develop the articulatory apparatus, speech breathing, and familiarize children with ready-made artistic examples of their native language, I used the method of learning tongue twisters in a playful way.
I developed multimedia presentations “Tongue Twisters from Egorka”. The material is offered to children in an accessible (playful) form, is a system and is well absorbed. Bright, three-dimensional pictures, arranged in sequence according to the text, attract children's attention and help them easily and quickly remember the content of the tongue twister.
The work done expanded children’s understanding of the artistic means of language, enriched their vocabulary, and allowed them to smoothly move on to the next step towards developing creative storytelling skills.
To develop the ability to correlate figurative figures of speech with the subject, I used the technique of guessing and composing riddles using pictures.
I have developed multimedia presentations “Vegetables” and “Fruits”. The playful form of which awakens children’s interest in the task, promotes orientation in the environment, and the use of words related to different parts of speech. The pupils began to actively use antonyms, learned and remembered many riddles, learned to understand and relate what is depicted in the pictures with the content of the text. The first steps were taken to compose your own riddles.
To teach children to maintain a conversation, speak out proactively, ask questions, and summarize their knowledge and ideas about the environment in speech, I use the “Guessing riddles using the Yes-No game” technique. If the riddle is guessed correctly, a picture of the answer appears on the screen.
The multimedia image turned out to be very effective, attracted the attention of children, contributed to the creation of a positive atmosphere, and the manifestation of initiative during the game. Children gained experience in correctly constructing questions, improving the accuracy and expressiveness of speech, activating and enriching their vocabulary in the process of solving riddles.
In my work on developing coherent speech, improving sentence structure, developing the ability to accurately express my thoughts, speak out and reason in the form of a short descriptive text or narrative, I use colorful multimedia presentations based on the stories of Suteev, L. Bondarenko, A. Dementiev.
Colorful pictures on humorous themes on the screen intensified the children's desire for improvisation, as a result of which the children learned to compose short plot stories based on a clearly presented situation. They began to use sentences of different structures in speech.
Compiling descriptive stories based on subject, plot, landscape paintings and still lifes, presented in a large format, allows students to examine a work of art more clearly, teaches children to correctly understand the content, accurately convey the plot, and use linguistic means independently and expediently. For this purpose, I selected works by classic Russian artists based on the seasons and fairy tales. The collected multimedia material is widely used by kindergarten colleagues.
Realizing how important it is to teach children not only to see what is shown in the picture, but also to imagine previous and subsequent events, I use the writing of small fairy tales based on postcards with various plots, but I do this in a multimedia form that is interesting for modern children.
On the eve of the New Year's holiday, while looking at greeting cards, the children were asked to come up with a fairy tale based on them. The first stories appeared as a response to the perceived picture. Some children ended up with short tales in which I started the sentence and they finished it. For others, the fairy tale turned out almost without my participation.
Similar work was carried out on topics according to a comprehensive thematic plan: domestic and wild animals, mothers and their babies, winter activities, marine life, etc.
Thus, the children gained experience in composing improvised fairy tales. Plots that were embodied in the dramatization game.
The development of coherent speech is very effectively carried out through such a form of work as composing stories from personal experience. Pupils enjoy writing short stories based on family photographs. From the collected photographic materials, a presentation “Our Summer” was made.
In order to prevent children from visual fatigue after watching presentations, I suggest children perform a set of eye exercises. To make them more attractive, I spend them in a playful way.
Using electronic eye exercises relieves visual fatigue and improves mood.
The use of presentations plays an important role in the psychological and pedagogical education of the parents of my students. At one of the meetings of the “Caring Parents” club, during a consultation on the importance of the role of joint games in the development of speech in preschoolers, the support schemes I had developed for composing riddles were presented. The importance of joint games with words and rhymes as a kind of experimentation and a condition for the development of children’s speech was accepted by the parents; they were so interested in the proposed material that they happily composed riddles together with the children according to the proposed schemes. Family riddle diagrams were included in the multimedia and printed collection “Riddles from Dwarves,” which was presented to the teaching staff of the kindergarten and included in the methodological collection.
At one of the meetings of the “Caring Parents” club, as a form of joint activity, after watching part of the cartoon, parents were invited to come up with their own ending to the unfinished story together with their child. All fairy tales turned out to be individual, with an unexpected plot. The works were published in the collection “Our Tales”, some of which were prepared for a puppet theater show as part of a week of theatrical activities.
In the next academic year, I will, of course, continue to work in this direction using the original method of the Honored Teacher of the Russian Federation “Game-travel “To Visit Myself.” My students will be a year older, and I am sure that they will be captivated by the bright and colorful journey that will open before them on the screen.
The effectiveness of using information and communication technologies in the development of speech in preschoolers is proven by the results obtained over the past 2 years.
font-size:14.0pt;line-height:150%"> Observing my students, I can confidently say that the knowledge gained in kindergarten, will help them be successful in school, and clear, correct speech will give them confidence.
The accumulated experience in working with ICT allows us to conclude that the use of ICT in communicative activities makes it possible to increase the efficiency of work on speech development, optimize the educational process, individualize the education of children with speech disorders, and also shape the success of children, increase motivation, and significantly reduce the time to master the material.
To summarize, I will try to justifybasic provisions.
The use of ICT enhances:
· positive motivation for learning;
· activates the cognitive activity of children;
·
The use of ICT allows educational activities to be carried out at a high aesthetic and emotional level (photos, animation, music); provide visibility; attract a large amount of didactic material; contributes to improving the quality of education.
Speaking of the future, I plan to master other computer programs. “PervoLogo” is an open creative environment, a “computer album” designed specifically for preschoolers, which allows them to fully implement the use of modern information and communication technologies within the framework of literacy classes and the development of speech, communication skills and creative abilities of children.
With the advent of the interactive whiteboard, I will have the opportunity to more “densely” use some specific interactive features when creating presentations in the environment of special software included in the set of interactive whiteboards.
List of used literature.
Regulatory and legislative documents:
1. Law of the Russian Federation dated January 1, 2001 No. 000 “On Education”.
2. Model regulations on a preschool educational institution, approved by Decree of the Government of the Russian Federation dated January 1, 2001 No. 000.
3. Order of the Ministry of Education and Science of the Russian Federation dated January 1, 2001 No. 000 “On approval and implementation of Federal state requirements for the structure of the basic general education program of preschool education.”
4. Order of the Ministry of Education and Science of the Russian Federation dated July 20, 2011 No. 000 “On approval of federal state requirements for the conditions for the implementation of the basic general education program of preschool education”
5. Federal Law of January 1, 2001 “On the protection of children from information harmful to their health and development.”
Methodological literature:
1. Antoshin work on the computer. M.: Iriss-press, 2008.
2. , Poddyakov information technologies in preschool education. M.: LINKA-PRESS, 1998.
Magazine "Preschool Education Management". No. 6 2008
3. Ivanova ICT – teachers’ competencies. Journal "Handbook of senior preschool teachers." №12 2009
4.Kovalko technology: schoolboy and computer. M., 2007.
5. 33 games for developing the verb vocabulary of preschoolers. S.-P.: Karo, 2005.
6. Arushanova and speech communication of preschool children. Formation of the grammatical structure of speech. M., 2005.
Internet resources:
1. www. iteach. ru
2. http://www. solnet. ee
3. http://www. detsat. ru
4. http : // sch 1 38. ***** /Infomatic/ PowerPoint/L 1. htm
5. http:// http://www. *****
6. http:// festival.1 ***** / articles
The priority direction of our work is speech development. This direction was not chosen by chance, since many children have poorly developed speech. And therefore, the goal of our work is to teach children to speak clearly, coherently, and grammatically correct. To achieve this goal, we use various forms, techniques, methods and means of teaching in our work, and also use modern educational technologies, including educational information resources.
The systematic use of educational computer games, educational videos and demonstration presentations as a teaching tool develops preschoolers’ imagination, abstract thinking, and increases interest in the material being studied and in the topic of educational activities in general.
The use of a computer motivates our students to show their originality and ask questions, which, in turn, has a beneficial effect on the development of speech. This is explained by the presence of elements of entertainment and play, which are the strongest means of increasing motivation. The children are attracted by the novelty of these activities. The group creates an atmosphere of real communication, thanks to which children strive to express emotions from the material they see in their own words. They willingly carry out the proposed tasks and show a strong interest in new things.
We use ICT with children both in the process of joint activities during speech development classes as a modern visual material, and outside of class.
Computer games are also used for individual lessons with children who are ahead of their peers in intellectual development or lagging behind them.
Using computer presentations in classes with preschoolers has many advantages:
1) increases the cognitive activity of children and increases the volume of studied material;
2) promotes the process of forming cooperation and new forms of communication between the child and the teacher;
3) uses a visual-figurative type of information that is understandable to preschool children;
4) promotes the process of forming educational motivation, increases self-control and perseverance;
5) forms effective learning of the material: creativity and imagination develop, vocabulary increases, memory is trained;
6) promotes the development of the biofeedback effect (instant assessment of activity, monitoring the result);
7) forms a positive emotional state of the child during classes, which is the key to success.
The introduction of ICT is carried out in three directions:
- use of Internet resources;
- use of ready-made training programs;
- creating presentations and interactive games yourself.
In our work on children’s speech development using ICT, we use the following options:
- multimedia presentations;
- interactive games on the computer.
The most accessible tool for creating computer educational products is the Power Point program - the presentation creation wizard. We create and select multimedia presentations in accordance with comprehensive thematic planning. In the process of work, we created presentations with elements of the game “Journey through Fairy Tales”, “Entertaining Stories”, “The Beauty of Russian Nature in the Works of Artists” (according to the seasons), “A Cheerful Vegetable Garden”, “Inhabitants of Our Forest”.
Illustration material for creating presentations is selected using Internet resources, supplemented with interesting facts, riddles, and entertaining tasks for children.
The forms of using a computer as a teaching tool are different. This is work with all children, subgroups, individually.
We offer several games aimed at developing children’s speech using ICT:
A game « Chain words»
Goal: To consolidate the ability to select words with a given sound, to highlight the first and last sound in a word.
Progress: There is one picture on the computer, with which you need to start the chain and several more. The teacher suggests highlighting the last sound in the word being demonstrated and choosing from among the many pictures a word that begins with this sound. Then use the computer mouse to move the selected picture to the first one and thus continue the chain. At the end of the task, a check emoticon opens, with a correctly composed chain of pictures underneath it. The child compares two chains.
A game « Name it cubs»
Purpose: To practice the formation of names of young wild animals in the nominative and genitive plural cases.
Progress: Pictures of animals and their babies are presented on the screen. The child is asked to choose one animal, find its babies, bring them to him and name who has whom” (“The squirrel has baby squirrels, the squirrel has a lot of baby squirrels,” etc.).
A game « little hare believes»
Purpose: To practice the formation of genitive plural forms of inanimate nouns
Progress: There is a picture of a bunny on the screen. The kids are invited to ask the bunny, who can count, questions like: “How many noses, tails, paws, eyes, eyebrows, ears, mouths, mustaches, cheeks do you have?” The bunny answers a correctly asked question (the voice is recorded - the teacher will turn it on using a hyperlink), the wrong answer means he is silent.
A game « Find superfluous»
Goal: To exercise the ability to construct complex sentences, develop speech-reasoning, and prove your point of view.
Progress: there are three pictures on the screen. Children are asked to think about which item is superfluous here and explain why. The child selects a picture and clicks on it with the mouse (if the answer is correct, it will be crossed out, if incorrect, then not). The child explains why he made this choice.
A game « Pick up a couple»
Goal: To exercise the ability to select a pair by analogy and explain your choice, to develop speech-reasoning.
Progress: The teacher invites the children to look at the picture and establish a connection between the first pair of pictures, and, based on this, select a picture in the second pair of the three proposed (move it to the arrow in the empty space) and explain their answer. (“The dog lives in a kennel, and the bird lives in a nest, so I will choose the word “bird”, the word “nest”, etc.) If the word is chosen correctly, it can be moved, if not, the picture is crossed out with a cross and it is impossible to move it . There are 4-5 tasks in the game.
In the process of working, the children became more independent and sociable. Many children are no longer embarrassed to ask questions and reason, and their active vocabulary has expanded.
This work is of interest to all participants. The result we obtained once again proves the effectiveness of the application and use of ICT in the development of children's speech.
The huge interest of children in the computer allows us to consider it as an additional (along with traditional) means of developing children’s speech. However, the possibilities of using this tool have not been studied enough. First of all, computer programs began to be used for teaching literacy and foreign languages. This area is widely represented in practical developments for children. This is, for example, “Fun ABC with the smartest cat on the planet” by Russobit-M; "My world. Back to school soon" by the New Disk company; a series of games “KID/Baby” of the Association “Computer and Childhood”; games for foreign language classes: “Lessons from Aunt Owl. English for children with Khryusha and Stepashka” by the company “Pravnoe Kino”; and so on.
Recently, scientific publications have appeared devoted to the use of information communication technologies, which directly or indirectly mention their capabilities for the development of speech in preschool children. Electronic tools are also being developed that directly “work” on the development of children’s speech.
The websites KETSAD, MAAM.RU present presentations “In the World of Words”, which can be used in older groups of kindergartens to replenish children’s vocabulary, familiarize them with such linguistic phenomena as synonymy, antonymy, and polysemy of words.
Materials on the development of children's speech include developmental programs from the multimedia publishing house "Novy Disk" - a software and methodological complex on "Speech Development". To develop children's artistic and speech activity, the “Miracle Baby - Learn Like a Fairy Tale” series, consisting of 5 interactive DVDs, is also used. To achieve variability in children's activities, it is possible to work with programs from the publishing house “Novy Disk”, “Media House”, and the company “1C”. They make it possible to achieve variability in children’s speech activity. The BUKA publishing house has released computer games in the “Little Genius” series, which also include tasks for speech development.
The interactive chalkboard provides more space for the child to write stories while others watch with interest. Children are proud not only of their own work, but also of the work of others, considering it “the work of the whole team.”
Some practitioners in preschool institutions share their experience of using ICT to develop children’s speech and talk about the opportunities they have discovered. Teachers select presentation games using riddles, puzzles, and crosswords that are appropriate for the age of the children and the content of the curriculum. Computer games from the Logoburg series are widely used by educators. For example, the tasks “Seasons”, “Fruits”, “Vegetable Garden” contribute to better mastery of these lexical topics; completing the task “Which, which, which” leads to the replenishment of the child’s vocabulary with adjectives; task “Whose baby?” - mastering the method of forming diminutive words; the task “What first, what then” promotes the development of the ability to retell a series of plot pictures, etc.
Thus, in the methodological arsenal of teachers of preschool education institutions there are certain developments in the use of ICT in work on the development of children’s speech. However, the question of the mechanism for using these tools in educational work with preschool children remains insufficiently studied.
It has been repeatedly emphasized in the scientific and methodological literature that electronic learning tools should be used only when there are no other opportunities to provide children with visual information. If a program, for example, simply replaces ordinary cards or pictures, some authors call such programs useless.
Successfully and competently integrated into the main activities, information and educational resources open up new opportunities for all forms of social interaction.
Integration of the content of speech development in preschoolers can be carried out in different directions - within the educational area “Speech development and culture of speech communication” or by integrating the content of this area with the content of other educational areas. It is the harmonious integration of traditional types of children’s activities - games, artistic creativity, construction, etc. - accompanied by speech, communication, with work with digital tools available to preschoolers that is the main mechanism for using ICT in the process of developing speech and the culture of verbal communication.
Thanks to a computer, in a shorter time it is possible to solve such problems as replenishing vocabulary, forming a grammatical system, filling gaps in the development of the sound side of speech, forming coherent speech, developing spelling vigilance, which helps improve literacy. Students' interest in the learning process increases, and the skills of self-control and independent activity develop. As practice shows, it is no longer possible to imagine a modern school without new information technologies. Information and communication technologies are among the modern educational technologies and in order to meet today's level of education, the teacher, of course, must use them in his classes. Opportunities and advantages of media classes: increasing motivation to learn, which increases due to multimedia effects; increasing the efficiency of the educational process due to a high degree of visibility; the emergence of the ability to simulate objects and phenomena; development of visual-figurative thinking.
What do children dream about?
All over, all over the planet?
They dream of traveling
And to know a new world,
Simple things are the basis,
And learn the mysteries!
The use of information and communication technologies in the educational process in an educational institution is one of the most pressing problems in domestic pedagogy.
It is necessary to expediently use ICT in various types of educational activities.
Classes should be emotional, bright, involving a lot of illustrative material, using sound and video recordings. All this can be provided to us by computer technology with its multimedia capabilities. At the same time, the computer should only complement the teacher, and not replace him.
The use of computer technology makes it possible to make the activity attractive and truly modern, to solve cognitive and creative problems based on clarity.
In classes with children, ICT is more often used as part of the lesson, but in final or general lessons it can be used throughout the entire lesson, in accordance with the age of the children and the requirements of the Sanitary Rules.
Any lesson can be conducted in the form of an educational game.
Interactive graphics and animation systems allow, in the process of analyzing images, to control their content, shape, size, color and other parameters to achieve the greatest clarity.
One of the main means of expanding children's ideas are presentations, slide shows, and multimedia photo albums.This is illustrative, I grantgiving the teacher an opportunity to build an educationalclarification in classes is logical, scientific, usingcalling video fragments. With such an opmaterial organization includes three typeschildren's memory: visual, auditory, motor. The presentation makes it possible tolook at complex material step by step, aboutrefer not only to the current material,but also to repeat the previous topic. AlsoCan you go into more detail?dwell on issues that cause difficultiesnia. Using Animetion effects helps to increase children's interest in the material being studied.
Also, video fragments, interactive diagrams and models act as multimedia resources. The purpose of various kinds of slide shows and video clips is to show children those moments from the world around them, the observation of which directly causes difficulties. The purpose of diagrams and models is to visually represent processes in inanimate nature, such as the change of seasons, the water cycle, etc.
Another possibility of using ICT in the educational activities of teacher D.O. is an electronic type of materials for preparing assignments for independent work. The teacher can, at almost any time, select exactly those tasks that correspond to the topic and objectives of the lesson, arrange them in the desired sequence, adjust something in their content, design, correct errors, print in the required quantity and save in electronic form to return to him if necessary. On-screen transformations can be quickly performed on misshapen text, turning disparate sentences into coherent text.
The scanner will help children become full-fledged participants in creating a slide show. Together with the teacher, this material is scanned and inserted into a slide show or clip. When the finished material is shown, each child recognizes his own picture, which, of course, causes a storm of emotions. Next time the child will select pictures and illustrations with a vengeance, turning to as many sources as possible. So much for cognitive activity and, as a result, visual variability.
So, by involving children directly in the creation of various kinds of multimedia resources, we turn them from an object of our pedagogical efforts into a subject of educational activity.
I would like to note that if teachers do not develop curiosity in children, the desire not only to learn something, but also to make efforts to independently obtain the necessary knowledge, then not a single educational institution equipped with the latest technology will be able to correct our mistakes.
The use of multimedia presentations makes it possible to make lessons more interesting; the process of perceiving educational material involves not only vision, but also hearing and imagination, all this helps students better understand the material being studied. Multimedia teaching aids are given the task of providing effective support for the game moments of the lesson. The use of animated images of cartoon characters, fairy tales, and stories in presentations creates an atmosphere of psychological comfort in the lesson. Conducting a lesson using computer technology requires a lot of preparatory work from a primary school teacher, but all the costs are paid off by high results - the quality of teaching improves, and the motivation of students increases. Practice shows that the use of ICT has its positive and negative sides.
POSITIVE SIDES:
1. the use of ICT allows the teacher to individualize the learning process, increase motivation to study the subject, and stimulate students;
2. all participants in the educational process have the opportunity, using the Internet, to engage in self-education and research activities, which is important for the comprehensive development of personality, both a child and an adult;
3. information and communication technologies enable students to plan their learning time when working with computer simulators, to form an overall picture when perceiving and memorizing the material;
4. ICTs make it possible to create your own collection of demonstration materials that are capable of developing students’ logical and imaginative thinking and using different types of attention.
5. freedom of search and choice of educational information, its accessibility, unlimited information resources, variety of types of information, etc.
7. the learning process becomes more individualized, personality-oriented. New information technologies transform learning into an exciting process, with game elements, and contribute to the development of students’ research skills. The teacher has additional incentives to move away from the traditional reproductive model of teaching in favor of research and project methods;
8. With the advent of computer networks, schoolchildren and teachers acquired a new opportunity to quickly receive information from anywhere in the world. Through the global telecommunications network Internet, instant access to world information resources (electronic libraries, databases, file storages, etc.) is possible.
NEGATIVE SIDES:
1. increased demands on teachers;
2. unstable children's psyche leads to students getting used to the computer, which affects their health;
3. unfiltered information causes psychological harm to the child;
4. Students’ research activities are difficult for two reasons:
Many abstracts on CDs and on the Internet, making it possible to obtain a finished product;
The technology of project activities has not been fully mastered by subject teachers;
5. low information culture;
6. psychological unpreparedness of teachers to master ICT;
7. Low quality of original multimedia programs in terms of content and methodology is often encountered: the pursuit of the “picture” to the detriment of the content, unsuccessful methodological support;
8. ICT has a negative impact on the student’s personality: loss
communication skills, excessive individualization and loss of group work skills, negatively affects health, forms psychological dependence on the virtual world, stimulates an emphasis not on analysis, but on searching and collecting material, impairs oral and written speech;
Nevertheless, the use of ICT is justified, as it allows to intensify the activities of students, improve the professional level of the teacher, and diversify the forms of interpersonal communication of all participants in the educational process. But it is necessary to limit access to information resources and create conditions for creative and research activities of students with different levels of development.
So, subject, which I offer you “Development and improvement of figurative and expressive speech in educational activities using ICT”
Tasks that arise from this topic:
study regulatory legislative documents, psychological and pedagogical literature on the use of ICT in working with students;
justify the forms and methods of work when using ICT in working with children on speech development;
use ICT tools to interact with parents on issues of children’s speech development;
create a bank of computer didactic and methodological materials on the use of ICT for work on improving and developing figurative and expressive speech.
Directions for using multimedia presentations
in the development of students’ speech:
Development of phonemic awareness,
Formation of lexical and grammatical structure of speech
Development of coherent speech
Sound culture of speech
mastering the elements of literacy
Now Winter is beginning and it is appropriate to use the material for children’s cognitive activities, which will expand the children’s horizons, increase their vocabulary, and develop logical thinking and abstract ideas.
You can also use different types of exercises:
Complete the story from the beginning;
Make up a story based on the ending;
Continue the sentence;
Untie your tongue – Tongue twisters;
Color, taste of mood;
Draw your mother with words - a verbal portrait.
Organization: MDOU D/S No. 4 “Forget-me-not”
Locality: Ulyanovsk region, Barysh
In modern conditions, with the widespread introduction of new information technologies, the problem of speech development of a preschool child remains relevant. After all, the further acquisition of knowledge and the full development of children depends on the level of development of speech abilities. I think many will agree that modern parents read little and reluctantly to their children, do not encourage them to engage in interactive speech, so children’s speech is not particularly expressive; children often make ungrammatical remarks in their speech and limit themselves to monosyllabic answers. Due to underdeveloped speech and poor vocabulary, children often lose interest in speech development classes and lack educational motivation. In such conditions, the use of computer technology comes to our aid as one of the sources of motivation. The possibilities of the computer here are inexhaustible. It allows you to immerse preschoolers in a certain gaming situation, making the lesson more meaningful, interesting, attractive and truly modern.
Psychologists note that children have virtually no fear of technology; a computer is as attractive to children as any new toy. Modern children sometimes turn out to be more labile and learn faster in the field of computer technology, so the need for the use of ICT in preschool education today is obvious.
Having started working on the topic “The use of ICT in the process of ECD for the speech development of preschool children,” I put forward a hypothesis: the use of ICT in the process of ECD for speech development and the use of age-appropriate methods and techniques will contribute to solving the problems of children’s speech development, the accumulation and enrichment of their vocabulary, development coherent speech, the ability to describe what he saw, talk about the created image, thus will give a teaching and developmental effect.
Therefore, the goal of my work in this direction is the development of all components of oral speech of preschool children through the use of modern information technologies.
Recognizing that computer presentations are a new powerful tool for the intellectual development of children, their use for educational purposes with children was built taking into account health-saving technologies, based on the following rules:
1. Check the child’s health status with the preschool nurse to see if any of the children have any contraindications for working with IC equipment.
2. Multimedia presentations should be short in time (3-5 minutes).
3. During the show, monitor the child’s posture.
4. After watching a multimedia presentation, conduct outdoor games and physical exercises.
When applying multimedia presentations in practice, I also rely on didactic principles:
1. The principle of activity: using ICT, I stimulate the cognitive. The activity of children, thereby increasing interest in participating in educational activities for speech development due to the novelty, realism and dynamism of the image, and the use of minimized animation effects.
2. Guided by the principle of science, I pursue the goal of helping children acquire real knowledge that correctly reflects reality. ICTs give me the opportunity to present realistic, undistorted information materials (reproductions of paintings, photographs, sound recordings) in multimedia form.
3. Implementing the principle of accessibility, I select visual material, forms and methods of organizing educational activities in accordance with the age characteristics of children.
4. The principle of systematicity and consistency - the learning of educational material proceeds in accordance with long-term and calendar-thematic planning.
5. The principle of clarity, which is fully consistent with multimedia technology.
The forms of using presentations as a teaching tool are different and are directly dependent on the form of organization of the pedagogical process for speech development. This includes working with all children, subgroups and individually.
In my work on speech development using ICT, I use the following options:
1. Compiling sentences from words using a picture, a diagram, or supporting words.
2. Compiling a story based on a series of plot pictures.
3. To develop phonemic hearing, highlighting pictures for a given sound.
4. Stories in a chain.
5. Games like: “What’s missing”, “Show and name”, “What’s missing”, “What’s extra?”
6.Wide possibilities for multimedia presentations when familiarizing yourself with works of fiction. Children really like colorful depictions of the plots of their favorite works, and this stimulates their listening activity
7. Use of physical education minutes.
Within the framework of such classes, the prospect of using new methods and techniques opens up that activate mental activity and creative imagination both visually and with the help of an auditory analyzer: a large number of illustrations contain musical fragments that increase the effectiveness of children’s assimilation of material that is presented visually, dynamically, and spectacularly.
Systematic work on the use of integrated learning and information and computer technologies makes it possible to orient children towards self-development and gain new knowledge.
Initially, most teachers were convinced that ICT could be used only occasionally, as a manual material, but the current understanding of the role of information technology is to facilitate the work of the teacher, increase the performance of students, and create a strong interest in learning.
The experience of organizing the educational process using ICT in classes on speech development contributes to a high degree of effectiveness for the development of all aspects of speech. This is a long, continuous work that prepares children for life in conditions of unlimited access to information.
Thus, the use of computers in preschool education is possible and necessary; it helps to increase interest in learning and the comprehensive development of preschoolers. Computer programs involve children in developmental activities and form culturally significant knowledge and skills.
Computer technology today is one of the effective ways to transfer knowledge. This modern method develops interest in learning, fosters independence, develops intellectual activity, and allows one to develop in the spirit of modernity.
Bibliography:
1. Gabdulina Z.M. Development of computer skills in children 4-7 years old. Volgograd, 2010.
2. Komarova T.S. Information and communication technologies in preschool education. Moscow, 2011.
3. Sypchenko E.A. Innovative pedagogical technologies. Project method in preschool educational institutions. St. Petersburg: LLC Publishing House “Childhood-Press”, 2013.
4. Atemskina Yu. V., Bogoslovets L.G. Modern pedagogical technologies in preschool educational institutions. St. Petersburg: LLC Publishing House “Childhood-Press”, 2012.
