The use of multimedia in kindergarten. Coursework "using multimedia presentations in dow"

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

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

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

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

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

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

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

Usage multimedia presentations

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

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

implementation of polysensory perception of the material;
the possibility of demonstrating various objects with the help of a multimedia projector and a projection screen in a multiply enlarged form;
combination of audio, video and animation effects into a single presentation helps to compensate for the amount of information received by children from educational literature;
the possibility of demonstrating objects that are more accessible for perception to a intact sensory system;
activation of visual functions, visual capabilities of the child;
It is convenient to use computer presentation slide films to display information in the form of printouts in large print on a printer as a handout for classes with preschoolers.

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

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

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

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

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

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

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

A lesson with one subgroup, including the activities of children at the blackboard, cognitive conversation, a game, gymnastics for the eyes, etc. lasts from 20 to 25 minutes. In this case, the use of the screen should be no more than 7-10 minutes. At the same time, the main goal of the teacher is not to learn this or that computer program with children, but to use its game content for the development of memory, thinking, imagination, and speech in a particular child. When working with an interactive whiteboard, educators primarily come from perspective plan, topics and objectives of the lesson. The following is a discussion of how to maximize the use of interactive whiteboard data. Thoughtful preliminary work is required: drawing up didactic tasks, drawing up slides necessary for the lesson. It has been experimentally established that when the material is presented orally, a child perceives and is able to process up to 1 thousand conventional units of information per minute, and when the organs of vision are "connected" up to 100 thousand such units. An older preschooler has better developed involuntary attention, which becomes especially concentrated when he it is interesting when the studied material is distinguished by its visibility, brightness, causes positive emotions in a preschooler.

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

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

Task 1. This task can be completed in 3 ways. 3-4 pictures are displayed on the screen, representing a related story. (1 - start, 2 - continue, 3 - end) Children simply describe the events depicted in the pictures. In this case, each picture acts as another chapter.
Task 2. Children are offered only one picture. The teacher asks the question: What happened before? what could be after? After the utterance, it is proposed true story and all images are displayed on the screen.
Task 3. The teacher shows pictures on the screen that follow each other not according to the plot, but in a confused sequence. Children must arrange these pictures in order, and then make up a coherent story.

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

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

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

Options:

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

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

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

Options:

"Say One Word"
"Magpie has white sides, that's why they call it white-sided"
"Who gives the voice?"

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

Develop:

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

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

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

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

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

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

MKU "Information and Methodological Center"

Multimedia presentation is one of the forms
use of information and communication technologies in the educational process
preschool teacher

Rasskazovo, 2014

Reviewers:

Director of the MKU "Information and Methodological Center" Nikacheva L.E.

Deputy Director for Scientific and Methodological Work of the Municipal State Institution "Information and Methodological Center" Shukhvastova O.D.

Deputy head for educational and methodological work of the MBDOU kindergarten No. 5 of the general developmental type Zemtsova O.L.

For the development in children of a sustainable cognitive interest in learning, the teacher faces the task of making the educational process interesting, rich and entertaining. The material used should contain elements of the extraordinary, surprising, unexpected. Therefore, the use of multimedia presentations, with the inclusion of entertaining questions, games, colorful animated slides, will be great helpers in conducting GCD. These guidelines will help teachers develop multimedia presentations for use in the educational process, work with parents and broadcast their teaching experience.

Introduction

Multimedia presentations in teaching preschoolers
Media competence of the teacher as a factor in the formation of media culture of preschoolers
What should a modern preschooler know about?
How to make a presentation for a speech?
Guidelines for creating a presentation for direct educational activities (GCD)
The use of multimedia technologies in working with children and parents
Overview of the most popular and popular sites for teachers.

Glossary

Bibliography

If today we teach as we taught yesterday,

We'll steal from our children tomorrow

John Dewey.

Introduction.

Information and communication technologies are actively entering our lives and the education system, including preschool. Already today they are used in work with children and parents, in methodological work and management of a preschool institution. Informatization of preschool education is an objective and inevitable process. A new educational environment is being formed in kindergartens, high-tech information tools for teaching and developing preschoolers (video recorders, televisions, video cameras, multimedia computers, projectors, screens, touch screens) interactive whiteboards etc.). The production of developing and educational multimedia products for preschool children is expanding ( computer games, electronic encyclopedias, cartoons, educational videos and programs, websites, etc.). Attempts are being made to scientifically substantiate the possibilities of introducing information and communication technologies at the preschool level of education. There is a growing interest of teachers and preschool education specialists in these technologies and the possibilities of using them in their professional activity.
Modern child from birth surrounded by a rich media environment. Electronic toys, gaming consoles, the computer is taking an increasing place in the leisure activities of preschoolers, leaving a certain imprint on the formation of their psychophysical qualities and personality development.
More K.D. Ushinsky remarked: "Children's nature requires visibility." Now these are no longer diagrams, tables and pictures, but a game that is closer to children's nature, even if it is scientific and educational. Modern computer technologies provide great opportunities for the development of the educational process.

1.Multimedia presentations in teaching preschoolers

It is probably impossible to imagine the modern development of society and production without information and communication technologies. There is no doubt that every educated person should own a computer. The PC is quickly entering our child's life. Almost all parents, developing and teaching the baby, acquire computer programs. First there are cute "keyboard drums" for the little ones who love to drum on the keyboard, but do not yet know how to use the mouse, then - a huge variety of computer games.

The computer is a powerful tool for learning and self-development of the baby!

The ability of a computer to reproduce information simultaneously in the form of text, graphics, sound, speech, video, to memorize and process data with great speed allows specialists to create multimedia presentations for children, electronic children's books and encyclopedias.

What are the possibilities in teaching preschool children are fraught with multimedia presentations?

Unlike conventional means teaching media technologies significantly expand the opportunities for parents in the field of early development, contribute to the successful implementation of the intellectual and creative abilities of the child; allow not only to saturate it with a large amount of ready-made, strictly selected, appropriately organized knowledge, but also, which is very important in early childhood - learn to acquire new knowledge on their own!

“The presentation is an educational mini cartoon, it is an electronic sound book with beautiful pictures, it is an excellent tool for mothers to tell their child about the world around them the way she sees it herself, without leaving home and without flying to distant countries”Victoria Kuznetsova, author of viki.rdf.ru

Compared to traditional forms of teaching preschoolers, multimedia presentations have a number of advantages:

The presentation carries a figurative type of information understandable to preschoolers; forms a system of mental images in children. The little little one is interested in a lot of things: from morning to evening, questions seem to pour out of him. How to explain, to tell clearly and not to push away, not to extinguish children's curiosity and inquisitiveness of the mind? An adult person is fundamentally different from a baby: in order to understand something, it is enough for him to listen to an oral explanation, and developed verbal and logical thinking will do its job. The saying “it is better to see once than hear a hundred times”, first of all, about a small child. It is he, with his visual-figurative thinking, who understands only thatyou can simultaneously consider, hear, act or evaluate the action of the object. That is why it is so important when teaching a preschooler to turn to those channels for obtaining information that are open.

Multimedia presentations make it possible to present educational and developmental material as a system of vivid 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 computer allows you to simulate such life situations that are impossible or difficult to see in everyday life. For example, how to show a child the process of launching a rocket or the technology of paper production?
The capabilities of the computer allow you to increase the amount of material offered for review. Many mothers note that this significantly increases the interest of children in knowledge, increases the level of cognitive abilities.
All parents notice how much children like to ask the same story over and over again, to read the same fairy tale “a hundred times”. But do not get annoyed: for preschoolers, the same program material should be repeated many times! The child can launch his favorite presentation himself, as many times as he wants, he can repeat the words after the author, learning them by heart; Surprise adults with the amount of knowledge gained on their own.
The use of new unusual methods of explanation and consolidation, especially in game form, increases the involuntary attention of children, helps to develop arbitrary.
Mastering children's electronic encyclopedias, preschool children are active. Due to the high dynamics, the material is effectively assimilated, memory is trained, vocabulary is actively replenished, imagination and creative abilities develop.

2. Media competence of the teacher as a factor of formation
media culture of preschoolers

Modern children more freely than their teachers and parents navigate the information space - from electronic encyclopedias to the Internet. This is considered by educators as a true trend in the development of the information society. The task of the teacher of the information age is to develop the child's critical thinking, the ability to analyze and select personally significant information, to structure, generalize, use and meaningfully create their own media texts for the information environment, while forming the child's media culture. Media culture, on the one hand, in social terms, is a part of the general culture associated with the means of mass communication, and on the other hand, in personal terms, is part of the general culture of a person, according to A.V. Sharikov. The activity of each teacher, aimed at shaping the media culture of a modern child, should begin with the formation of his own media competence.

Media: satellite and digital TV, video, cinema, computer and cellular communications, the Internet, graphics, music, radio, etc., transform the media environment, have a significant impact on traditional types of culture, on the functioning of libraries, film studios, museums, theaters. Media culture, being a phenomenon of the era of globalization, affects the values of society, the worldview of different socio-cultural groups, especially adolescents.

The process of formation of children's media culture consists of many components: the study of information technology and acquaintance with the masterpieces of world culture, the study of color and sound harmony, the laws of visual perception, the technology of creating a "screen image" and others.

"Education throughout life" is one of the basic principles, without which a modern teacher cannot keep pace with the development of the global information community. The development of a teacher's media competence, the formation of his media culture is an integral factor influencing the formation of a student's media culture.

The development of media competence is based on a number of components. The first is the experience of using media materials. The second is the active application of media skills. The third is readiness for self-education. The well-known American media educator S.J. Baren gives the following classification of the skills necessary for the media competence of a person:

“the ability and willingness to make an effort to perceive, understand the content of the media text and filter out the “noise”;
understanding and respect for the power of influence of media texts;
the ability to distinguish between emotional and reasoned reactions to perception in order to act accordingly;
development of a competent assumption about the content of the media text;
knowledge of the conventions of genres and the ability to determine their synthesis;
the ability to think critically about media texts, no matter how influential their sources are;
knowledge of the specific language of various media and the ability to understand their impact, regardless of the complexity of media texts.

The structure of media competence, consisting of five blocks of required skills, was developed by the German teacher W. Weber: “Firstly, these are both forms of activity-oriented media analysis:

selecting and using what the media has to offer;
developing your own media product.

Second, in terms of content, both forms include knowledge and analytical skills related to:

creative possibilities on which various types of media are based;
preconditions for effective use of media;
economic, social, technical, political conditions that are associated with the production and distribution of media products.

He compiled a classification of indicators of media competence of an individual (media literacy of an individual, development of an individual in the field of media culture) taking into account the approaches of R. Kyuby, J. Potter and V. Weber, as well as based on six basic concepts of media education, identified as basic by leading British media educators: “agencies media" (study of the work, functions and goals of the creators of media texts), "categories of media" (study of typology - types and genres of media / media texts), "media technologies" (study of methods / technologies for creating media texts), "media languages" (study of media languages , that is, verbal, audiovisual, montage of media texts), “media representation” (study of ways of representing, rethinking reality in media texts, author’s concepts, etc.), “media audience” (study of audience typology, media perception typology).

This typology is quite arbitrary, one thing is certain: without a developed media perception and the ability to analyze and evaluate a media text, it is impossible to talk about a high level of media competence of a person. Neither knowledge of the facts of the history of media culture, nor the frequency of communication with the media, nor the practical skills to create media texts can by themselves make an individual media competent. A.V. Fedorov in a number of his articles provides a detailed classification of indicators of media competence.

The media competence of a teacher is multidimensional and requires a broad perspective based on a developed structure of knowledge. This is not a frozen category; theoretically, it is possible to increase the degree of media competence throughout human life by perceiving, interpreting and analyzing cognitive, emotional, aesthetic and ethical media information. “An audience at a higher level of media literacy has more high level understanding, managing, and evaluating the media world”.

Media competence gives teachers an understanding of how media texts, which are part of everyday life, help to understand the world around us, information-rich environment, in various social variations, economic and political positions, how they can affect the level of children's media culture.

The teacher, immersed in an environment that increases his level of media competence, studies, analyzes, creates media texts on his own. Only in this way, having joined the world of media, he can contribute to the formation of the media culture of his pupil.

3. What should a modern preschooler know about?

Preschool educational standard is the requirement of the time. It is important that every child who enters school has equal starting opportunities. Here is what a child should know in certain educational areas at all stages of preschool childhood. This is the so-called minimum. Electronic books and encyclopedias allow us to solve the tasks set by the program, and therefore, systematically and purposefully prepare the child for school.

Educational games - presentations

Separately, I would like to talk about computer educational games, which are made in the form of presentations in Microsoft program PowerPoint.

Presenting information on a computer screen in a playful way is of great interest to children; movements, sound, animation attracts the attention of the child for a long time;
Problematic tasks, encouragement of the child with their correct solution by the computer itself are a stimulus for the cognitive activity of children;
The child himself regulates the pace and number of solved game learning tasks;
In the course of his activities at the computer, the preschooler gains self-confidence, that he can do a lot;
The computer is very "patient", never scolds the child for mistakes, but waits for him to correct them himself.
Game training programs teach a preschooler to independence, develop the skill of self-control.
Small children require a lot of parental help in completing tasks and step-by-step confirmation of their actions, and automated control takes over this function, freeing the mother.

Speaking about the use of a computer by children of preschool age, the question arises of maintaining health and vision. The question of "staying" at the computer is relevant. It is reasonable to make time limits for classes from a PC - 10-15 minutes. A normally developing child at this age should move 70-80% of his waking time!

4. How to make a presentation for a speech?

All information that you want to use should be prepared for inclusion in special templates for presentations. Choose a topic for your presentation. Colors and styles are already selected, so you don't have to adjust background and font colors. Or, you can start with a blank slide and choose your own background colors, style, and font size. Choose a presentation template. Some presentation templates have a title at the top of the slide and one space for information in the middle. And some presentation templates have special effects for the first cover page, which has text on one side and pictures on the other. Add as many slides as you need. Your templates may vary from slide to slide. Print your information on presentation slides. Don't overdo it, not all information needs to be on the slides. You can give additional information verbally. Use bold dots (bullets) to convey your story and to break up long phrases. Complete your presentation with pictures. They will stimulate the children and keep their attention better. Find the right balance between text and pictures for each slide. You can only have slides in the form of images, and the material can be presented orally. Or you can combine text and pictures on a slide. Use multimedia tools such as video and audio wherever possible. PowerPoint multimedia tools are a sure way to grab attention and interest. If you are teaching animals about animals, for example, make a slide with a short video clip of real animals, or use sound recordings of monkeys and birdsong on some of the slides. Keep a clear font everywhere. Think about your age audience. To create presentations for a speech (for example, at the teacher's council), print in standard fonts, such as Times New Roman and Arial. Choose easy-to-read words and clear spellings. For example, a barely noticeable gray font on a white background will be difficult to read. Opt for font colors that create contrast with the background. Arrange the presentation slides in the correct order. You can organize them in PowerPoint. Review the presentation. Check how correctly you presented the information that you will convey to the audience. Make adjustments and make them to the presentation until it is exactly what you need. Practice delivering your oral presentation in conjunction with PowerPoint slides. Decide whether you want to set a timer for changing slides or you will change slides yourself with a click of a computer mouse.

creating a presentation

To direct educational activity (GCD)

In order to create a presentation, it is necessary to formulate the theme and concept of the GCD; determine the place of presentation in the GCD.
If the presentation becomes the basis of the GCD, its "skeleton", then it is necessary to single out the stages, clearly building the logic of reasoning from goal setting to conclusion. In accordance with the stages of the lesson, we determine the content of the multimedia material (diagrams, tables, illustrations, audio and video fragments). And only after that we create slides, in accordance with the structure of the lesson, in the Power Point program.

For children of primary preschool age, it is more expedient to use 2-3 slides at the beginning of the GCD, as a game motivation, a problem situation, and at the end of the GCD for summing up. For older preschool children, more slides are used, but remember that the presentation ( game programs) should not be built as a whole GCD, others should prevail methodological techniques. For preschool children, exclude the text on the slides!

Basic techniques for creating and designing a presentation:

Þ PATTERN SELECTION
Create Slide → Constructor → Design Template → Choose the appropriate template

Þ SLIDE COLOR DESIGN
Slide View ( right click click) → Select "Background" → Click on "More Colors" → Select desired color→ OK → Click Apply” or “Apply to all” the desired color → OK → Click Apply” or “Apply to all”
* Red - increases the emotional background
* Yellow - reduces attention
* Gray - increased anxiety
* Brown color - affects pressure
* Purple- they remember the material worse
* Black - do not use as a background

Þ PATTERN INSERT
"Insert" → "Picture" → "From File" → Select the desired folder → "Open" → Select the desired image → "Insert"

Þ APPLICATION OF ANIMATION
Animation: Add a special video or sound effect to text or an object. For example, you can create text list items that fly into the page from the left one word at a time.

The use of animation is justified:
* if any process is explained;

* if you need a delay, for example, to display a hint or answer;
* if the inscriptions appear as the material is explained, etc.

* if we use game motivation for children (fantastic animated hero, one on the slide).

Þ ANIMATION SETUP
The first way: Select the object → Right-click on it → "Adjust Animation" → "Add Effect" → "Enter" or "Exit", etc. → Select the desired
The second way: "Slide Show" → "Animation Settings" → "Add Effect" → "Input" or others → Select the desired animation effect → Adjust the "Speed" and "Start" of the animation

Þ ATTACHING A MUSIC FILE
"Insert" → "Movies and sound" → "Sound from file" → Select the desired folder → "Open" → Select the desired melody → OK → "Automatic" or "On Click"

Þ ATTACHING A VIDEO
"Insert" → "Movies and Sound" → "Movie from File" → Select the desired folder → "Open" → Select the desired video clip → OK → "Automatic" or "On Click"
Þ HYPERLINK

Hyperlinks are implemented in Power Point in the form of buttons that you can use to jump to other slides in a presentation, to another presentation, to a Word document, or to any Internet address. You can set a hyperlink to any text or object, including a shape, table, picture, or action button.

Select an object → Right-click on it → Select "Hyperlink" → Link to... (select one) → OK
It is necessary to provide a transition from one slide or file to any slide in the presentation. This can be done by creating a hyperlink. In order to go to a specific slide, after selecting the file name in the Address field, after the file name, enter the # sign and the slide number.
You can use the control buttons to move freely between slides within a presentation.
1. Select the slide where you want to place the button.

2. From the Slide Show menu, select Action Buttons, and then the desired button, such as Home, Previous, Next, Home, Back, or Return.

3. Click a slide. Draw the button.

4. Make sure the Go to hyperlink check box is selected. Click the arrow icon and select the desired link. Click the OK button.

Þ SLIDE VIEW
Slide viewing is carried out in normal mode and in slide sorter mode, where you can see all the slides at the same time and change their order. Viewing the entire presentation occurs when you press the F5 button.

6. Use of multimedia technologies in work

with children and parents

Recently in Russia there has been a rapid development of new information technologies, which leaves a certain imprint on the development of the personality of a modern child. Information technologies penetrate deeper into a person's life, and information competence increasingly determines the level of his education.

The use of information technology in the educational process of preschool educational institutions is one of the new and actual problems in domestic preschool pedagogy. The relevance of its solution is due to the urgent need to modernize the system of preschool education, improve its quality.

An analysis of the literature shows that the study of this problem is devoted a large number of both domestic and foreign research. The results of S.L. Novoselova, I. Pashelite, S. Papert Petcu, B. Hunter on the use of information technology in the work of preschool teachers convincingly prove the special role of the computer in the development, correction of the mental, personal development of children.

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

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

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

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

The main goal of using multimedia technologies in the educational process is the transition from knowledge-based pedagogy to competence-based pedagogy.

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

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

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

Practice shows that creating presentations takes a lot of time, because you need to find the necessary illustrative material, think over its location, technical design. In search of information, educators come to the rescue of multimedia encyclopedias. In these discs, they use not only illustrations, videos, but also texts that have already been adapted for children's perception.

For several years, multimedia tools and technologies have been used in preschool educational institutions in project activities.

In the course of project activities using multimedia, we solve the following tasks: developing creative abilities, creating conditions for the social self-expression of children, familiarizing teachers and parents with computer technology, digital technology, teaching children photography skills, forming children's initial ideas about the professions of a journalist, correspondent, TV presenter .

Like any project activity, projects using multimedia have their own stages: teachers form a group of project participants of 4-5 people. As an example, I will cite the work of children and adults on the project “These funny insects”. At the beginning, together with the children, we develop the stages of the project implementation - planning activities, collecting information, then preparing a presentation, project presentation, reflection.

We consider the survey of children, parents and relatives to be an important step of the project. As a rule, we create conditions for older preschoolers to conduct a survey: How much do you know insects? Are they dangerous? What happens if they disappear?

The search for information begins with dictionaries and encyclopedias, from which the necessary information is extracted. Further on the Internet, with the help of adults, children find illustrations, photograph selected objects, and print out the most interesting ones. Enthusiastic parents and children shoot video reports, come up with riddles, quizzes. The use of entertaining game techniques "Games of journalists, photojournalists" expand children's ideas about professions. The collected materials are made into a presentation, photo albums with comments, photo and video reports. This activity helped many children to feel more confident in the peer group, to assert themselves. Children gained experience in research activities, including the ability to plan it.

7.Overview of the most popular and popular sites for teachers.

All sites are divided into several groups.

First group sites are electronic periodicals and electronic publications. This group includes sites periodicals and publishing houses dedicated to the topic of preschool education and upbringing. These sites are well developed and filled with materials. Here are some examples of such sites:
1. Firstly, this is the magazine "Preschool Education" http://dob.1september.ru/ the site contains full content issues of the newspaper "Preschool education". And this wide range educational, educational and developmental materials for parents and educators; development of didactic games.
2. "Tales for children" section of the electronic version of the magazine "Bonfire" dedicated to fairy tales. The site contains a complete collection of children's fairy tales: Russian folk, Swedish, classical fairy tales by Russian and foreign authors. http://www.kostyor.ru/
Second group sites - these are sites directly dedicated to the work of the educator and contain a lot of useful information and useful developments that the teacher can use in his work:
1. The site "Teacher Portal" in the Preschool Education tab contains a large collection of ready-made presentations for Kindergarten teachers in various areas, GCD abstracts, holiday scenarios and much more.www.uchportal.ru

2. Site "Preschooler". This site is very informative. These are ready-made presentations, a collection of poems, a collection of games, recommendations for needlework with preschoolers and much more.http://doshkolnik.ru

3. Site "Mom" www.maaam.ru

4. Another site directly for Kindergarten teachers is the site "Doshkolonok" http://dohcolonoc.ru/ sections of the site: Abstracts of GCD, Consultations, Holidays, quizzes, entertainment, work with parents, Physical education in kindergarten, Master classes , Reports, teachers' councils, methodological associations in the preschool educational institution, Circle work in kindergarten, Experimental activities in the preschool educational institution and much, much more.

5. Site "Education of preschool children in kindergarten and family" http://doshvozrast.ru/ sections of the site: Working with parents, Health work, Legal education, Playing activities, Parents of preschoolers, Books on preschool education, etc.

6. The site "Why" http://pochemu4ka.ru/ contains poems, stories, fairy tales for children, nursery rhymes, finger games, coloring books, audio fairy tales, online games for children and more.

7. Website "DEDsad" http://detsad-kitty.ru/ site for children and adults. Contains a large number of sliders, templates, pictures, coloring books, cartoons, tutorials, holiday scenarios, music for children and much more.

8. On the site "Festival of Pedagogical Ideas Public lesson"http://festival.1september.ru/ in the section Working with preschoolers" contains a large selection of practical materials which will help the educator in practical activities.

9. Children's portal "Sunshine" http://www.solnet.ee/ contains large selection materials for working with children. These are all kinds of crafts, coloring books, children's magazines, etc.

Third group of sitesare electronic albums.

An example of the most complete electronic album. "The Life and Work of Great Artists". Here you can find reproductions of any paintings by any authors. Full story about this picture and biography of the author. http://www.bibliotekar.ru/al/ I would like to stop separately on the site "Professional competitions for teachers of preschool educational institutions" http://www.profi-konkurs.ru/competitions-for-educators/ the site is designed for a wide audience and is intended unite teachers of preschool educational institutions on the territory of the Russian Federation into a single information network and competitive movement. The site has competitions for preschool teachers, psychologists, music directors, educators physical culture, methodologists and even for children. The all-Russian project "School of the Digital Age" was developed in accordance with the Federal Target Program for the Development of Education for 2011-2015 and is aimed at developing the innovative potential of educational institutions: involving teachers in the digital educational space, increasing the efficiency of using modern educational technologies(including information and communication technologies) in professional activities - www.1september.ru Social network educators - site All-Russian Internet competition of pedagogical creativity (Professional competition of educators) - www.educontest.net Site: http://pedsovet.su/ educational process. With their help, the teacher can diversify his activities, improve his competence, make the life of children in kindergarten more vivid and memorable. Thus, we can say with confidence that the computer is an effective technical tool with which you can significantly diversify methodical work in DOW.

Glossary

Multimedia - is formed from Latin: "multi" - a lot and "media" - environment, carrier, means of communication - and it can be translated as "diverse environment".

In a narrow sense, multimedia in computer technologies is understood as working with streaming audio and video information, i.e. such a form of receiving, processing and transmitting information, when it comes in continuously, and we cannot cover it entirely.

multimedia product-combines two-dimensional and three-dimensional images, sound, music, animation, video, text and numerical information, etc.

Virtual reality-creation with the help of a computer and special devices (helmets, glasses, gloves and even suits) of a virtual (apparent) world in which a person “fits” and lives in this world according to its laws

information culture- this is a comprehension of the modern picture of the world, the widespread use of information flows and their analysis, the implementation of direct and feedback links with the aim of adapting them, adapting to the outside world, competent command of the languages of communication with a computer, understanding its capabilities, place and role of a person in an intellectual environment.

"Presentation" - translated from English as "representation".

multimedia presentationsis a convenient and effective way of presenting information using computer programs. It combines dynamics, sound and image, i.e. those factors that hold the child's attention for the longest time.

Bibliography

The use of information and communication technologies in the process of development and education of preschoolers.http://festival.1september.ru/articles/520166/ ;
Relin G.S. Informatization of education. - M., 2005;
Rusakova O.L. Informatics: development lessons. Materials for classes with preschoolers - Informatics, # 31, 2004.;
Electronic newspaper "Interactive Education" (Issue No. 20, December 2008). Article "Information Technologies in Preschool Education" Anna Viktorovna Molokova, Ph.D.
Barteneva T. P. The use of information and communication technologies in the process of development and education of preschoolers.
2. Ryabtseva O. V. The use of media technologies in the educational process of preschool educational institutions.
3. Ilyushonok N.N. Analysis of the possibilities of interactive and computer technologies to improve the quality of education.

Creation and use of multimedia presentations in kindergarten

Creating a children's presentation with older preschool children.

Sedykh Nina Pavlovna, teacher of the compensatory group of the MBDOU "Kindergarten No. 7" of the combined type of the Perm Territory, the city of Aleksandrovsk.
Purpose: this experience in the use and creation of multimedia presentations may be of interest not only to teachers working with preschool children, but also to teachers of elementary school and additional education.

Worldwide, the use of information and computer technologies in various fields activity has become part of the culture and a necessary norm. Possession of information and computer technologies helps the teacher to feel comfortable in the new socio-economic conditions, and the educational institution to switch to the mode of functioning and development as an open educational system.
Informatization of general education in our country already has its own history and traditions. The computer is actively entering our lives, becoming a necessary and important attribute not only of the life of adults, but also a means of teaching children.
Our kindergarten is no exception. In our preschool information and computer technologies are used in the work of the administrative and managerial apparatus, with teachers, parents and children.

K. D. Ushinsky remarked: "Children's nature requires visibility." Now these are no longer diagrams, tables and pictures, but a game that is closer to children's nature, even if it is scientific and educational. The visibility of the material increases its assimilation, because. all channels of perception of children are involved - visual, mechanical, auditory and emotional.
Particular attention in the use of ICT in the classroom is given to multimedia.

After all, this is an opportunity to provide information not traditionally, but with the help of photos, video graphics, animation and sound. Children are attracted by the novelty of these activities. An atmosphere of real communication is created in the group, in which children strive to express emotions from what they see in their own words, perform the proposed tasks with a desire, and show a strong interest in new material. All this can be provided to us by computer technology with its multimedia capabilities.
Credit should be given to multimedia presentations.

The presentation provides an opportunity to consider complex material in stages, to refer not only to the current material, but also to repeat the previous topic. You can also dwell in more detail on issues that cause difficulties. The use of animation effects helps to increase children's interest in the material being studied.
A multimedia presentation for preschool children has its own specifics. Due to the fact that children do not have a reading skill or are poorly formed, the presentation should include a minimum of textual information.
Text material can be presented in the form of slide titles or short questions to the slide. The letters should be large, easy to read, contrasting with the background, so that children who are learning to read can read the words on their own. The main content of the slides should consist, first of all, of an audiovisual series, video, a selection of photographs or a series of subject pictures, which best corresponds to the visual-figurative thinking of preschool children.

In literacy classes, it is offered to children for better assimilation of sounds, presentations with the image of letters and children can not only see the letter, pronounce the sound, but also hear or sing along with the dancing and singing letters on the screen. Children have the opportunity to work with the letter themselves, if the work is done correctly, the child is given the opportunity to press the key himself and thereby check the correctness of the task.
In the section on getting to know the outside world with the help of a presentation, the child learns to compare the picture and sound into one whole. The use of audio-video technologies in the classroom to familiarize with the surrounding world helps to better classify the surrounding world.
The use of ICT in individual work with children allows developing not only intellectual ability, but also brings up strong-willed qualities, such as independence, self-discipline, perseverance.

The presentation provides an opportunity to consider complex material in stages, to refer not only to the current material, but also to repeat the previous topic. You can also dwell in more detail on issues that cause difficulty. The results of the classes conducted using a computer program, such as PowerPoint, give a positive trend in the development of children's speech. Presentations in PowerPoint are brightness, visibility, accessibility, convenience and speed in work.

The possibilities of the computer are inexhaustible here. They allow you to immerse preschoolers in a certain game situation, make the lesson more meaningful, interesting, modern, but do not forget that there are certain rules that we need to know when using a computer.
In this case, the computer should only complement the educator, and not replace him. For children of primary preschool age, it is more expedient to use 2-3 slides at the beginning of the lesson, as a game motivation, a problem situation, and at the end of the lesson to summarize. For children of older preschool age, more slides are used, but it should be remembered that the whole lesson should not be built on the presentation (game programs), other methodological techniques should prevail.

With the help of multimedia presentations, it is possible to carry out with children complexes of visual gymnastics, exercises to relieve visual fatigue. Pictures appear on the monitor screen - symbols of various exercises.

Exercises are performed while looking at the screen. The movements of the children's eyes correspond to the movements of objects on the screen.
You can use physical education minutes, almost throughout the working day. Children are very attracted to such presentations, since animation and cheerful music are mainly used to create them. The movements that cartoon characters perform are simple and accessible to every child.
In my work with children, I use both ready-made multimedia presentations that can be downloaded on the Internet, and I create them myself.
These are presentations that introduce children to the world of animals and fish. Presentations that I use in my art classes. Presentations about natural phenomena, about nature native land, about the glorious city of Aleksandrovsk. Children also like the games “The Fourth Extra”, “Identify the animal by its silhouette”, “Whose tail?” "Whose trace?" etc.

In my presentation work, I decided to try a new presentation technique (from the English "scribe" - to sketch or draw), invented by British artist Andrew Park for a British organization dedicated to the popularization of scientific knowledge (scribing). The speaker's speech is illustrated "on the fly" with felt-tip pen drawings on a white board (or sheet of paper), "when we hear and see about the same thing, while the graphic series is fixed on key points audio sequence.
Scribing can be "manual" and "computer". Manual - classic: a voice-over tells about something, a hand in the frame draws images illustrating the oral story. In such scribing, as a rule, sheets of paper or a presentation board, colored pencils, markers, felt-tip pens, brushes and paints, as well as application elements are used. In its own way, scribing can be created even with the help of drawings in the sand. With the help of scribing, you can "screen" fairy tales, poems, riddles.

An example is the riddle about a houseplant, which can be used in a speech development lesson.

But the most interesting thing is that this presentation was invented and made by children, using appliqué elements in their work.

We also had an operator, they also voiced the riddle themselves.

Computer scribing is much easier.

No need to arm yourself with a video camera, tripod, master the craft of an editor and an announcer.

Such scribing can be created using the PowToon service and the VideoScribe program.
An example of a hand-drawn presentation is the presentation “We draw animals”, which was drawn by the children of the Gnomiki studio. To do this, we used an easel, markers and a little imagination.

The children themselves chose their favorite animals and drew and voiced the video. I just had to edit the video. As you will see, children not only introduce us to pets, but also learn how to draw. Behind the scenes were training in drawing, choosing the angle of shooting and lighting, recording "voice acting" on the microphone. And all this fit into a small presentation "We draw animals."

Thus, the use of multimedia support in the educational process in preschool education is becoming increasingly relevant, as it allows multimedia, in the most accessible and attractive, game form, to achieve a new quality of knowledge, develops the logical thinking of children, enhances the creative component of educational work, contributing to the improvement of the quality of education among preschoolers.

Larisa Kalacheva
The use of multimedia in kindergarten

The use of multimedia in preschool

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

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

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

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

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

Multimedia technologies are used both with children and with parents.

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

However, it is important to note that not always available computer programs can be use in working with preschoolers. As a rule, various games and presentations that are publicly available on the Internet do not correspond in their content to didactic principles (first of all, the principle of scientific character, taking into account the age characteristics of children, are aimed at developing aggression, cruelty, and violence in children. Therefore, specialists develop and actively use copyright thematic multimedia presentations. Presentations allow you to immerse the child deeper in the subject of study, create the illusion of involvement, empathy with the object being studied. Children are happy to immerse themselves in the topic, tell at home about what they see on the screen.

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

in preschool multimedia tools and technologies as well are used in project activities.

During the course of project activities using multimedia the following tasks: development of creative abilities, creation of conditions for social self-expression of children, familiarization of teachers, parents with computer technologies, digital technology, teaching children photography skills, formation of initial ideas in children about the professions of a journalist, correspondent, TV presenter.

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According to NASA, as a result of the analysis of monitoring around the world, the following pattern was revealed: modern children differ from their peers of the last century by 86%, i.e. the following indicators are evident: a very good perception of information, the level of intelligence is 130 IQ, and not 100, as before.

A modern child is surrounded by a rich media environment from birth. Electronic toys, game consoles, computers are taking an increasing place in the leisure activities of preschoolers, leaving a certain imprint on the formation of their psychophysical qualities and personality development.

More K.D. Ushinsky remarked: "Children's nature requires visibility." Now these are no longer diagrams, tables and pictures, but a game that is closer to children's nature, even if it is scientific and educational. Modern computer technologies provide great opportunities for the development of the educational process.

The use of multimedia technologies in the educational process in a preschool educational institution is one of the newest and most urgent problems in domestic preschool pedagogy. The specificity of the introduction of a personal computer in the process of educating preschoolers in our country is that computers are first used in the family, then in kindergarten - in the conditions of collective education. The use of a computer as a means of educating and developing the creative abilities of a child, shaping his personality, enriching the intellectual sphere of a preschooler makes it possible to expand the capabilities of a teacher.

The most effective form of organizing work with a computer in kindergarten is to conduct media classes using multimedia presentations. It makes it possible to optimize the pedagogical process, individualize the education of children with different levels of cognitive development and significantly increase the effectiveness of psychological and pedagogical activities.

"Multimedia presentation" - translated from English as "performance". Presentations are a convenient and effective way of presenting information using computer programs.

The main purpose of using multimedia presentations in the classroom is to enhance visibility, facilitate the process of visual perception and memorization of information using vivid images.

So, multimedia lessons allow you to solve the following didactic tasks:

1. Systematize the acquired knowledge;

2. Form motivation for learning;

3. Expand the vocabulary of children and their knowledge about the world around them;

4. Shape sound culture speech;

5. Develop perception, memory, attention, thinking, creativity.

Using presentations has many advantages over traditional entertainment. It:

the ability to provide not only auditory, but also visual perception of information;
ensures the sequence of consideration of the topic;
illustrations are available to all children, the image on the screen makes it possible to consider small details;
the use of new computer technologies can speed up the process of learning and development and interest children.
It is convenient to use computer presentation slide films to display information in the form of printouts in large print on a printer as a handout for classes with preschoolers.

It's no secret that the material that is interesting to the child is well absorbed. The ability of a computer to reproduce information simultaneously in the form of text, graphics, sound, speech, video, to memorize and process data with great speed, allows us to create new means of activity for children that are fundamentally different from all existing games and toys. In addition, due to age, the same program material is repeated many times, for this, various forms of presentation are used.

Presentations help the child to show and develop the necessary qualities: associative-figurative and logical thinking, imagination, cognitive activity.

For example, in the senior group on mathematical representations, when studying the topic “Repetition of the number and number 5”, you can invite children to watch the presentation “Count”. The slides provide illustrative material in the form of a row of fruits and sound accompaniment of the bill.

When using multimedia presentations in speech development classes for younger preschoolers, their interest increases significantly, and the level of cognitive abilities increases. Multimedia presentations allow presenting educational and developmental material as a system of vivid reference images (for example: an illustrated dictionary for the development of children's speech and story albums that are designed to increase the vocabulary of children, didactic games and exercises, a variety of illustrated material).

For example, when familiarizing yourself with fiction on the topic "Three Bears", a presentation is shown in which a fairy tale is told, and then questions are asked about the content of this work.

When learning about the world around us in the senior group on the topic: “Trees”, you can use the following options for work: children are invited to guess a riddle: “We saw him dressed in spring and summer, and in the fall all shirts were torn off the poor thing.” (Tree) Next, a conversation is held about trees. Didactic games have proven themselves well, for example, “Which tree is a leaf from?”.

In the classes on the development of speech, in the work on word formation we form relative adjectives from the names of tree leaves: birch leaf - birch leaf, maple leaf - maple, etc .; spruce branch - spruce branch, pine branch - pine branch, rowan branch - rowan branch, etc. To consolidate the material, it is proposed to view the presentation “Trees in verse”.

Children are attracted by the novelty of conducting multimedia classes. An atmosphere of real communication is created, in which children strive to express their thoughts “in their own words”, they fulfill tasks with desire, and show interest in the material being studied.

With the help of multimedia presentations, visual gymnastics complexes, exercises to relieve visual fatigue are learned with children. Pictures appear on the monitor screen - symbols of various exercises. Children love both exercise and multimedia. "Asterisks", "Fish", "Winter Forest" and other exercises they perform while looking at the screen. The movements of the children's eyes correspond to the movements of objects on the screen.

Children are very fond of physical education, warm-ups, using presentations: to music, with slides changing, moving men, chickens, gnomes, etc. They help the children to distract themselves from the educational process and do exercises.

However, I would like to note that the use of computer tasks does not replace the usual methods and technologies of work, but is an additional, rational and convenient source of information, visibility, creates a positive emotional mood, motivates both the child and the teacher; thereby speeding up the process of achieving positive results in the work.

All multimedia presentation material for working with children can be structured in accordance with the Federal State Educational Standard in five areas

Knowledge of Mathematics: “Numbers”, “Shapes”, “Mental Counting”, “Counting with Smeshariki”, “Comparisons”, “Count”, “Logic”, “Mathematical Train”, “Time of Day”, “In the World of Flowers”, Ten monkeys";

knowledge of the surrounding world, nature: "Wonders of the World", "Whose child", "Lesson of courtesy", "Who has what mothers", " natural phenomena”, “Insects”, “Forest and its voices”. “Droplet”, “How does vermicelli grow?”, “How does a flower develop?”, “How does a frog develop?”, “How do animals say?”, “Flowers-game”, “Inhabitants of the planet”, “Animals living near the water” , “Pets”, “Wild Animals”, Trees”, “Trees in Poetry”, “Water”, “Big - Small”, “Animal Farm”;

Speech: “What do the animals eat?”, “What are the children doing?”, “What did you take, put it back”, “Transport”, “Teremok”, “The Tale of the Merry Tongue”, “Various Riddles”, “Fluffy Poems”, “What such good, what is bad”, “Who says what”, “Cat and mouse”, “Gingerbread man”, Sound Zh”, “Buzzing verses”, “City of Kirov”, “Letters and sounds”, “Three bears”;

social and communicative development:conversations "Child at home alone", "Safety lessons", "We are on duty"

Physical: physical education minutes“Chickens”, “Cats and Mice”, “Gingerbread Man”, “Charging”, “The Way of Kindness”, “Gnomes”;

gymnastics for the eyes: "Luntik", Tsvetik-semitsvetik.

Artistic and aesthetic: "How to draw a mother", "Image technique", "We sculpt from plasticine", "Application from colored paper", "Types of applications", "Listening to the music of autumn" "Seasons", didactic musical game"Singing Caterpillar"

We understand that the use of only one area of information and communication technologies will not solve all the problems in training and education, and will not replace live communication with a teacher in a group. It should also be noted that the use of information and communication technologies requires serious long-term training, computer skills and, of course, more time to prepare the educator for direct educational activities. But in this case, the effort and time spent will certainly lead to the desired result:

The use of information technology helps to increase the motivation of children's learning and leads to a number of positive consequences:

psychologically facilitates the process of mastering the material by preschoolers;
excites a keen interest in the subject of knowledge;
expands the general horizons of children;
the level of use of visualization increases.
increases the involuntary attention of children, helps to develop voluntary attention.

The capabilities of the computer allow you to increase the amount of material offered for review.

Thus, knowledge, using multimedia presentations, is given to the child without coercion, and the learning process for parents and their children is fun and unobtrusive. This will undoubtedly have a positive effect on the further education of children in school.

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