Work plan for self-education “Use of multimedia didactic games in the cognitive development of preschool children. The effectiveness of using a didactic games project to increase the level of cognitive development of preschool children Using multimedia
Serbienko Oksana Evgenievna
Job title: teacher
Educational institution: municipal autonomous preschool educational institution "Kindergarten No. 17 - general developmental type
Locality: Petropavlovsk - Kamchatsky, Kamchatka Territory
Name of material: Article
Subject: Multimedia entertaining games as a means of cognitive development of a preschool child.
Publication date: 22.03.2018
Chapter: preschool education
Multimedia entertaining games as a means
cognitive development of a preschool child.
educated
Children are inquisitive explorers of the world around them. This feature
laid down
birth.
Formation
preschoolers
cognitive interest is one of the most important tasks of learning
child in kindergarten.
Cognitive interest is the leading motive of educational activities,
directing the individual to master knowledge and ways of knowing.
As studies have shown (A.P. Arkhipova, N.A. Belyaeva, L.I. Bozhovich and
authentic
informative
is
activities, since interest contributes to the formation of deep and
develops
increases
quality
mental
activities,
activity
favors
formation
abilities;
favorable
emotional
the course of all mental processes.
modern
preschool
education
creating conditions that would promote the development of the child,
unlocking its potential.
I see one of the means of solving this problem using
educational
process
information and communication
technologies.
Rapid introduction of computer technology in all areas
activities
person
affected
education.
information and communication
technologies
allow
increase the level of information culture of the teacher, and, consequently,
his professionalism. What is “information culture”?
Information culture is the understanding of the modern picture
usage
information
implementation
reverse
adaptation,
device
surrounding
competent
possession
computer,
understanding
opportunities,
person in an intellectual environment.
At the stage of introducing the Federal State Educational Standard in pre-school education, the teacher’s task is to improve his
computer
literacy.
Educator
enjoy
computer
modern
multimedia
equipment,
use
pedagogical
activities. The use of ICT in preschool educational institutions is becoming a powerful technical
a means of teaching children.
I am for the active use of ICT in preschool institutions.
It is indisputable that in modern education the computer does not solve
all problems, it remains just a multifunctional technical
means
training.
modern
pedagogical
technologies
innovation
process
training,
allow
simply “invest” in each student a certain stock of knowledge, but, first of all,
manifestations
educational
activity
pupils. Information technology, combined with correct
selected (or designed) teaching technologies, create
necessary
quality,
variability,
differentiation
individualization of training and education.
Usage
information
technologies
education
opportunity
significantly
enrich,
qualitatively
o bn o vi t
educational
increase
efficiency, frees you from routine manual work, opens up new
early education opportunities.
activities
preschooler
is
It is easier to develop cognitive processes through play. In game conditions
children focus and remember better than on a direct task
adult. Multimedia games in this case perform the function
teaching aids.
So, I defined a topic for myself: “Multimedia entertaining
games as a means of cognitive development of a preschool child”, the goal
which was the formation of a system of elementary knowledge about subjects and
phenomena
surrounding
through
multimedia
entertaining games. This goal defines the tasks:
activate cognitive processes through selective
focus
personalities
items
surrounding reality;
systematically
strengthen
develop
informative
becomes
positive
attitudes towards intellectual activity;
to create a need for striving to learn new things,
more complete and profound knowledge that
carry search
character;
bring up
quality
personalities
child:
purposefulness, perseverance, desire for completion
activities;
form
(enrichment
activation
lexical side of speech - dictionary);
enrich the child’s moral and aesthetic feelings;
To create multimedia games I use the Power program
Creating this type of game doesn't take too much time. At
following:
Why this multimedia educational game will be more attractive
ordinary?
individual,
group or frontal?
The required game format will depend on this.
Using
program
Components,
Trigger (translated from English means trigger, shutter.),
It's quite easy to create a game. Using a trigger you can set an action
any object. Moreover, we can
choose depending on your desire and situation in the lesson. Open
the task can be completed as it is completed. Left click on
object animates it, forcing it to perform a predetermined action.
The presence of triggers significantly increases the interactivity of the presentation.
pedagogical
provide
teacher
opportunity
individualize
education,
allow
regulate
quantity
solved
develop
logical
thinking,
children's imagination, help to effectively reinforce educational material,
comparison
traditional
training.
Multimedia
entertaining
perform
means
cognitive development.
completed
presentations
program
Microsoft PowerPoint has a number of advantages:
Presenting information on a computer screen in a playful way
arouses great interest among children; movements, sound, animation for a long time
attracts the child's attention;
problematic
encouragement
correct
computer
are
incentive
educational
children's activity;
The child himself regulates the pace and number of games he solves.
learning tasks;
process
activities
computer
preschooler
gains self-confidence in the fact that he can do a lot;
The computer is very “patient”, never scolds the child for mistakes,
and waits for him to correct them himself.
educational
programs
teach
preschooler
independence, develop the skill of self-control.
small
adults
execution
step by step
confirmation
actions,
automated control takes over this function and frees up
teacher
Using
multimedia
equipment
forget
health-saving technologies.
teacher,
guided by
Sanitary and epidemiological requirements for the design and contents
preschool
institutions.
Directly
educational activities using ICT for children 5-7 years old
should be carried out no more than once a day and no more than three times a day
week on the days of highest performance: Tuesday, Wednesday and
multimedia
equipment
perform gymnastics for the eyes. Continuous operating time with
computer
developing
exceed 10 minutes and for children 6-7 years old - 15 minutes. For children with
chronic
pathology,
sick
transferred
diseases
duration
directly
educational
activities
using
computer should be reduced: for children 5 years old - up to 7 minutes, for
children 6 years old - up to 10 minutes.
Leaning on
latest
research
educational psychologists,
didactic
principles
pedagogy
use
multimedia
formulate
basic
requirements,
necessary
observe
teacher
preparation
material.
Select the appropriate background. It should be clear, not very
bright, without
unnecessary details. JPEG resolution.
Minimum text, replacing text with audio recording.
We select illustrations. Images must be high
quality, large, on a transparent background. Resolution PNG.
Tip: You definitely need to compress your images. Thus, we
We will reduce the weight of the entire presentation.
If the objectives of the task require several images in one
slide, then they (images) must be the same size and
designed in one single artistic style. Striving
enlarge image, teachers often forget about
proportionality of objects Any discrepancies may distort
child's perception.
Images in slides must be high quality and large.
Conclusion: Using multimedia games in preschool institutions
helps the teacher increase the motivation of children's learning and leads
to a number of positive consequences:
enriches
preschoolers
knowledge
figurative and conceptual
integrity and emotional coloring;
psychologically facilitates the process of learning material by children;
arouses keen interest in the subject of knowledge;
broadens the general horizons of children;
the level of use of visual aids in the classroom increases;
rises
performance
teacher
Informatization of education opens up new opportunities for teachers
for the widespread introduction into teaching practice of new methodological
developments,
aimed
intensification
implementation
innovative ideas for educational, educational and correctional
processes.
Internet resources:
1. Barteneva T. P. Use of information and communication
technologies in the process of development and training of preschool children.
2. Ilyushonok N.N. Analysis of the capabilities of interactive and
computer technologies to improve the quality of education
3. Motorin V. Educational capabilities of computer games
//Preschool education. - 2000. -№11 Russia 2000
4. Solomenkova O.A. Professional readiness of a preschool teacher to
use of pedagogical technologies in working with children
preschool age//Pedagogical Academy. -2013 No. 1
Ryabtseva O. V. The use of media technologies in education
The leading activity of preschool children is play. A didactic game is a verbose, complex, pedagogical phenomenon: it is a gaming method of teaching preschool children, a form of teaching children, an independent play activity, and a means of comprehensive education of a child.
Didactic games promote:
Development of cognitive and mental abilities: obtaining new knowledge, generalizing and consolidating it, expanding their existing ideas about objects and natural phenomena, plants, animals; development of memory, attention, observation; developing the ability to express one’s judgments and draw conclusions;
Development of children's speech: replenishment and activation of vocabulary;
Social and moral development of a preschool child: in such a game, knowledge of the relationships between children, adults, objects of living and inanimate nature occurs, in it the child shows a sensitive attitude towards peers, learns to be fair, to give in if necessary, learns to sympathize, etc.
The structure of the didactic game is formed by basic and additional components. The main components include: didactic task, game actions, game rules, result and didactic material. Additional components: plot and role.
Conducting didactic games includes:
1. Familiarizing children with the content of the game, using didactic material in it (showing objects, pictures, a short conversation, during which the children’s knowledge and ideas are clarified).
2. Explanation of the course and rules of the game, while strictly following these rules.
3. Showing game actions.
4. Determining the role of an adult in the game, his participation as a player, fan or referee (the teacher directs the actions of the players with advice, questions, reminders).
5. Summing up the game is a crucial moment in its management.
Based on the results of the game, one can judge its effectiveness and whether it will be used by children in independent play activities. Analysis of the game allows us to identify individual abilities in the behavior and character of children, which means correctly organizing individual work with them.
Education in the form of a didactic game is based on the child’s desire to enter an imaginary situation and act according to its laws, that is, it corresponds to the age characteristics of a preschooler.
Types of didactic games:
1. Games with objects (toys).
2. Printed board games.
3. Word games.
Games with objects are based on the direct perception of children and correspond to the child’s desire to act with objects and thus become familiar with them. In games with objects, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects, size, and color. When introducing children to nature, such games use natural materials (plant seeds, leaves, pebbles, various flowers, pine cones, twigs, vegetables, fruits, etc.) - which arouses keen interest and an active desire in children to play. Examples of such games: “Make no mistake”, “Describe this object”, “What is this?”, “What comes first, what comes next”, etc.
(Appendix No. 5).
Board and printed games are an interesting activity for children to get acquainted with the world around them, the world of animals and plants, and phenomena of living and inanimate nature. They are varied in type: “Loto”, “Dominoes”, “Paired pictures”. (Appendix No. 6.). With the help of board and printed games, you can successfully develop speech skills, mathematical abilities, logic, attention, learn to model life patterns and make decisions, and develop self-control skills. Word games are an effective method of fostering independent thinking and speech development in children. They are built on the words and actions of the players. Children independently solve various mental problems: describe objects, highlighting their characteristic features, guess them from the description, find similarities and differences between these objects and natural phenomena.
During the games, children clarify, consolidate, and expand their ideas about natural objects and its seasonal changes.
Didactic play in experimental activities contributes to the formation of children's cognitive interest in the environment, develops basic mental processes, observation, and thinking. The joint activities of parents and teachers - individual counseling of parents, information stands, mobile folders, thematic exhibitions with the proposed material - gives a more effective result in working with children.
Conclusions to Chapter 3
Project goal: development of children's cognitive activity through didactic games.
Project objectives:
Develop children's thinking;
Develop independence in finding solutions;
Develop the ability to answer and ask questions.
Expected results of the project in the process of interaction between teacher-children-parents in the implementation of the project:
* Thinking operations develop: analysis, synthesis, comparison, generalization, classification;
* The ability to imagine develops;
* Show interest in classes;
* The speech activity of children in various types of activities increases.
Parents:
* Enriching parental experience with methods of interaction and cooperation with a child in the family;
* Increasing the competence of parents when choosing games.
In the project, when working with children, use didactic games to develop children’s cognitive activity.
When selecting games, we took into account the mental development of children, as well as their interest in various games.
(Anton Semyonovich Makarenko)
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Municipal autonomous preschool educational institution
"Child Development Center - Kindergarten No. 2"
Saransk urban district
additional education teacher
Danilova Ekaterina Evgenevna
Generalization of teaching experience on the topic:
“The use of multimedia didactic games in the cognitive development of preschool children”
Play is important in a child’s life; it has the same meaning as activity, work, or service for an adult. What a child is like at play, so in many ways he will be at work when he grows up. Therefore, the education of a future leader occurs primarily in play.
(Anton Semyonovich Makarenko)
- RELEVANCE AND PERSPECTIVE OF EXPERIENCE
Children are inquisitive explorers of the world around them. This feature is inherent in them from birth. The formation of cognitive interest in preschoolers is one of the most important tasks of teaching a child in kindergarten.
According to the Federal State Educational Standard for Preschool Education (FSES DO), “Cognitive development involves the development of children’s interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity.”
The foundation of an active, proactive, creative personality is laid in preschool childhood. It is during this period that important prerequisites are created for the development of children’s cognitive interests. These directions are reflected in the works of such authors as A. N. Poddyakov, A. G. Gogoberidze, N. B. Shumakova, A. M. Matyushkin, Ya. A. Ponomarev and others.
Cognitive interest is the leading motive of educational activity, contributing to the formation of deep and lasting knowledge; development and improvement of the quality of mental activity, activity in learning, conducive to the formation of abilities, the creation of a more favorable emotional background for the flow of all mental processes.
One of the most important tasks of modern preschool education is the creation of conditions that would contribute to the development of the child, the disclosure of his potential, so that he can quickly respond to changing conditions, be able to discover new problems and tasks, and find ways to solve them.
It is possible to achieve a good result in fulfilling this task under the conditions of implementing an innovative approach to learning, ensuring a transition to a productive and creative level. This can be achieved, I believe, with the help of information and communication technologies.
Due to the intensive use of information technologies in various spheres of human activity, it is natural that they are being introduced into the field of education, since there is a need for a generation that can work with advanced technologies.
The modern world is characterized by dynamic development in all socially significant areas, and the child is at the center of this development. Literacy is the basis for a child’s educational activities and many areas of human life in society. Modern literacy, which has grown from the traditional “read, write, count,” changes the emphasis, priorities and the very content of this triad and includes elements of information technology and information culture. The use of computer technology is not the influence of fashion, but a necessity dictated by the current level of development of education, which makes new demands on the upbringing and training of the younger generation, the introduction of new approaches that should contribute not to replacing traditional methods, but to expanding their capabilities. This is reflected in many documents adopted by the government of the Russian Federation. For example, in the “Concept for the modernization of Russian education for the period until 2010”, in Chapter 2, dedicated to the priorities of educational policy, the following is stated: “To achieve a new quality of education, informatization of education and optimization of teaching methods will be carried out,” where tasks are set for equipping and use of ICT in the educational process.
The leading activity of a preschooler is play, so it is easier to develop cognitive processes through play. When playing, children concentrate and remember better than when given direct instructions from an adult. Didactic games occupy a large place in the work of preschool institutions. In the context of widespread computerization, the use of multimedia didactic games in the activities of preschoolers becomes relevant. Multimedia didactic games serve as educational tools - children master the characteristics of objects, learn to classify, generalize, and compare. The child receives information through cognitive processes: perception, thinking, imagination, attention, speech, memory. The development of cognitive processes is based on analyzers; thanks to them, the child learns more effectively and fully about the world around him. The main advantage of interactive games is clarity - a tool for mastering new concepts, properties, and phenomena. In addition to clarity, children also perceive new information by ear, with the help of the movement of objects. In addition, by practicing interactive games on their own, the child can control the pace and number of tasks performed, which meets the principle of individualization, in accordance with the Federal State Educational Standard for Educational Education.
The great thing about interactive games is that they can be used in all educational areas.
Multimedia didactic games combined with high pedagogical skills make the educational process of preschool education diverse, lively and unobtrusive for children. Using interactive games, children’s motivation to learn increases, children learn new forms of cooperation, the child’s reflection and assessment of their achievements are formed.
The novelty of my experience lies in the use of didactic computer games for the older age group, which made it possible to improve the forms, methods, techniques for using new information technologies in the educational process, in creating and defining effective conditions for the use of electronic didactic games aimed at activating and developing cognitive abilities preschoolers.
2. CONDITIONS FOR FORMING THE LEADING IDEA OF EXPERIENCE.
CONDITIONS FOR THE ARISE AND FORMATION OF EXPERIENCE.
Today, information technologies significantly expand the capabilities of parents, teachers and specialists in the field of early education. The possibilities of using a modern computer make it possible to most fully and successfully realize the development of a child’s abilities. The use of ICT is one of the priorities of education. This is one of the newest and most pressing problems in domestic preschool pedagogy.
The experience of our pedagogical activities shows that in a kindergarten it is possible, necessary and advisable to use ICT in various types of educational activities with children.
Direct educational activities in kindergarten have their own specifics. It should be emotional, bright, involving a large amount of illustrative material, using sound and video recordings. All this can be provided to us by computer technology with its multimedia capabilities.
The most effective form of organizing work with a computer in kindergarten that we use is conducting educational activities using multimedia presentations, as well as classes using the Multikid interactive training program and the digital laboratory “Naurasha in the country of Naurandiya”. This 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.
One of the most popular software tools used by preschool educators and teachers in classes using information and communication technologies is the Microsoft program – PowerPoint. All preschool teachers and specialists own it. Since today the problem of introducing information technology into the learning process is relevant for us, the PowerPoint program is one of those programs with which we began studying computers.
For two years, while working on the topic “Use of multimedia didactic games in the cognitive development of preschool children,” I periodically used electronic didactic games that I took from the Internet in my work with children. I noticed that presenting information on a computer screen or monitor in a playful way arouses great interest among children. It is very convenient to use these electronic aids when organizing educational activities or individually with one child, since a wide variety of tasks contributes to the development of cognitive interests. Initially, I used ready-made games from various Internet sites: animated games - presentations, but one day I didn’t find the game I needed at the moment, and decided to make the game myself. The game turned out well, found a lively response from the children and inspired me to further creativity in this direction.
Having realized that the informatization of society leads to the informatization of education, I realized that mastering ICT is a vital necessity for every preschool teacher.
The purpose of my work:ensuring the development of cognitive activity of pupils through the search for information and communication technologies and the introduction of preschool children into play activities, improving the quality of the educational process.
To achieve this goal, I have formulated the following tasks:
- get acquainted with the best pedagogical experience in using interactive didactic games as a means of organizing the cognitive activity of preschool children;
- Constant self-education and improvement of teaching skills, as I am in constant search.
- Formation of “new literacy”, which assumes high independence of students in working with information.
- introduce ICT into cognitive and play activities of preschool children;
- use ICT in the educational process;
- create a media library of electronic didactic games for preschoolers;
- present materials in the process of methodological work (open events, speeches, generalization of experience, certification).
3. THEORETICAL BASIS OF EXPERIENCE.
The problem of the development and implementation of information and communication technologies in preschool educational institutions has been discussed in periodicals for several years now.
Before starting work on the topic of experience, I studied the research of leading scientists and specialists in the field of preschool education (Babaeva T.I., Gogoberidze A.G.). They express their position for and against ICT. Opponents of ICT cite data on the negative impact of prolonged sitting at a computer on the health of children as an argument. Our experience shows that the periodic use of ICT, namely the use of educational games dosed by the teacher, contributes to the development of strong-willed qualities in children and accustoms them to “useful” games. The feasibility of using information technology in the development of cognitive abilities of older preschoolers is confirmed by the work of foreign and domestic researchers (S. Papert, B. Hunter, E. N. Ivanova, N. P. Chudova, etc.). Scientific work on the introduction of ICT in preschool education has been carried out in our country since 1987 on the basis of the center named after. A. V. Zaporozhets by researchers led by L. A. Paramonova, L. S. Novoselova, L. D. Chainova. In 2008, the theoretical foundations for the use of scientific information technologies in the educational work of preschool educational institutions were developed, and programs for preschoolers began to be actively created.
Thus, we adhere to the point of view that with the proper use of technical means, with the correct organization of the educational process, computer programs for preschoolers can be widely used in practice without risk to children’s health.
Based on this, in my work I sought to show how to form in preschoolers elementary ideas about a holistic picture of the world; develop cognitive activity, curiosity, and the desire for independent knowledge of the phenomena of the surrounding world through the use of ICT.
4. TECHNOLOGY OF EXPERIENCE. SPECIFIC SYSTEM
PEDAGOGICAL ACTIONS, CONTENT, METHODS, TECHNIQUES OF EDUCATION AND TRAINING.
The modern development of information technology and the level of distribution of computer technology in educational institutions allow teachers today to use a computer as an everyday means of teaching preschoolers. The possibilities of using a personal computer with its peripheral devices in direct educational activities are enormous. The simplest presentations created in the Microsoft OfficePowerPoint application serve as demonstration material.
K. D. Ushinsky noted: “Children’s nature requires clarity.”
The use of multimedia presentations provides such clarity, facilitating the perception and better memorization of material, which is very important, given the visual-figurative thinking of preschool children.
Classes using ICT make it possible to defuse high emotional tension and revitalize the learning process (which is especially important if we take into account the psychological characteristics of primary school age, in particular the long-term predominance of visual-figurative thinking over abstract-logical thinking), but also increase the motivation of learning.
The computer is also a powerful stimulus for children's creativity. The screen attracts attention, which we sometimes cannot achieve when working with the class from the front. On-screen transformations can be quickly performed on misshapen text, turning disparate sentences into coherent text.
I use information technology at all stages of the lesson: when explaining new material, consolidating, repeating, monitoring. ICT didactic material is varied in content and form.
When developing a lesson using ICT, I pay special attention to the health of children. Be sure to include physical and dynamic breaks, eye exercises, and changing positions.
Lessons using information technology not only expand and consolidate acquired knowledge, but also significantly increase the creative and intellectual potential of students. I am confident that the use of information technology can transform the teaching of traditional academic subjects, rationalizing child labor, optimizing the processes of understanding and memorizing educational material, and most importantly, raising children’s interest in learning to a consistently higher level.
Thus, the work spent on managing cognitive activity using ICT tools is justified in all respects:
- improves the quality of knowledge
- promotes the child in overall development
- helps overcome difficulties
- brings joy to a child's life
- allows for learning in the zone of proximal development
- creates favorable conditions for better mutual understanding between the teacher and students and their cooperation in the educational process.
In addition, fragments of lessons in which presentations are used reflect one of the main principles of creating a modern lesson -principle of attractiveness.Thanks to the presentations, children who were usually not very active in the classroom began to actively express their opinions and reason.
The introduction of information technologies has advantages over traditional means of teaching:
1. ICT makes it possible to expand the use of electronic learning tools, as they transmit information faster.
2. Movements, sound, animation attract children's attention for a long time and help increase their interest in the material being studied. The high dynamics of the lesson contributes to the effective assimilation of material, the development of memory, imagination, and creativity of children.
3. Provides clarity, which contributes to the perception and better memorization of material, which is very important, given the visual and imaginative thinking of preschool children. In this case, three types of memory are included: visual, auditory, motor.
4. Slideshows and video clips allow you to show those moments from the surrounding world that are difficult to observe: for example, the growth of a flower, the rotation of planets around the Sun, the movement of waves, the sound of rain.
5. You can also simulate life situations that are impossible or difficult to show and see in everyday life (for example, reproducing the sounds of nature; the operation of transport, etc.).
6. ICT is an additional opportunity to work with children with disabilities.
Detailed multimedia presentations allow me to make GCD more vibrant, colorful and memorable. Children enjoy such activities, they look forward to such games and work on them with much greater dedication.
In my work I was guided by the following didactic principles:
The principle of accessibility.
Implementing the 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.
The principle of systematic and consistent learning is that learning material occurs in a certain order, system. I create and select multimedia presentations in accordance with the thematic plan.
Guided by scientific principle, 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 the principle of science. Therefore, I try to be especially careful when selecting material
The principle of creative activity.
The principle of the child’s activity in the learning process has been and remains one of the main ones 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.
The principle of visibility.
The principle of clarity was rightly considered by Jan Amos Comenius to be the “golden rule” of didactics, since “there is nothing in the mind that was not in the senses.” 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, slide shows, and video clips.
Work is carried out in three directions:
Work with children;
Working with teachers;
Working with parents.
Children's education is based on the "Childhood" program. This program is built on the principles of a humane and personal attitude towards the child and is aimed at his comprehensive development, the formation of spiritual and universal values, as well as abilities and integrative qualities.
Work with children built along the following lines:
1. Intellectual development;
2. Development of attention;
3. Development of perception and memory;
4. Speech development.
In development intellectual abilitiesFor preschoolers, a special place is occupied by didactic games, which are a means of learning and help children to assimilate and consolidate knowledge, as well as master methods of cognitive activity. Thanks to electronic didactic games, which effectively increase children's interest in educational activities, preschoolers learn to classify, compare and generalize.I use games such as: “Guess the figure”, “Odd Four”, “Analogies”, etc.
Attention – this is a manifestation of the selective orientation of consciousness processes. The level of its development largely determines the child’s success in learning. Attention is a necessary condition for any activity: educational, gaming, cognitive.
During preschool age, attention develops from involuntary, that is, arising by itself under the influence of external impressions, to voluntary, controlled by a conscious effort of will.
In order to develop focus, stability and concentration in a child, special games are needed where this task is at the center of the child’s and adult’s activities. Games for developing attention: “Reflection”, “Lay out the circles”, “Repeat the pattern”, etc.
Memory the child is his interest. An important point in the development of a preschooler’s memory is the emergence of personal memories. They reflect significant events in the child’s life, his success in activities, relationships with adults and peers. Memory development is promoted by didactic games. It creates effective play motivation, subordinates memorization to a goal that is close and understandable to the child, allows him to understand the ways of performing the activity, and also gives the adult the opportunity to direct mnemonic activity without inserting a didactic position into the discovery.
Development of perceptionfor preschoolers is an important condition for the full development of the child’s personality. This process is complex and multifaceted, which contributes to the correct reflection of the surrounding world, adaptation and comfortable stay in society. The development of perception in preschool age allows you to understand the world around you, perceive and be aware of objects and phenomena.
To develop memory and perception, I use the following games: “Find the differences”, “Add the picture”, “Guess the object”, “What time of year?” etc.
Every year the number of children with disabilities is growing speech development . And speech, as we know, is one of the most powerful factors and stimuli for the development of a child as a whole. A child with well-developed speech easily enters into communication with others: he can clearly express his thoughts and desires, ask questions, and agree with peers about playing together. Conversely, a child’s unclear speech greatly complicates his relationships with people and often leaves a heavy imprint on his character. In my work with children, I use various games, but I pay special attention to electronic didactic games. During the process of a multimedia didactic game, various mental processes are activated and take on a voluntary nature, and the didactic game also helps to consolidate the acquired knowledge during learning. “Name as many objects as possible”, “Who will see and name the most”, etc.
Working with teachers:
When interacting with teachers, I try to use a variety of forms. Conducted consultations for preschool teachers
Mokina Olga Yurievna
Job title: Educator
Educational institution: Municipal budgetary educational institution of the city of Novosibirsk "Secondary school No. 135" Preschool department "Firefly"
Locality: city Novosibirsk
Name of material: Article
Subject:“USE OF MULTIMEDIA DIDACTICAL GAMES IN CLASSES ON AWARENESS WITH THE AROUND WORLD IN PRESENTER HOUSE”
Publication date: 13.10.2018
Chapter: preschool education
USING MULTIMEDIA TEACHING GAMES ON
CLASSES ON AWARENESS WITH THE AROUND WORLD AT PRESIDENTIAL INDUSTRY
Usage
multimedia
technologies
educational
process
answers
requests
is
effective
ways
promotion
motivation
individualization
development
creative
abilities, abilities
creation
favorable
emotional
Application
technical
education
corresponds
requirements of modern society. The article shows the role of didactic
games when conducting classes to familiarize yourself with the outside world in children's
preschool using multimedia technologies.
Key
words: didactic
multimedia
technologies,
educational process, multimedia, multimedia computers.
The transition taking place in world society from the industrial age to
informational
accompanied by
development
information
technologies that penetrate literally all spheres of human activity
become
natural
a habitat.
Technological
the information revolution that followed had a significant impact on
development
various
distribution
activities
world
communities.
Happening
reorientation
life
certain segments of society. In modern conditions, to the younger generation,
those entering life are presented with significantly more requirements than
ten years ago.
Since each type of society must correspond to a certain
education,
informational
society
be accompanied by appropriate changes in both the system and content
education, as well as in forms, methods and means of teaching. Humanization
education requires a re-evaluation of all components of the pedagogical process in
orientation
person,
basic
task
general education institutions becomes the creation of favorable
mental,
moral,
emotional
physical
personality development.
One way to create such conditions is to use
multimedia technologies.
Combining the capabilities of a book, notebook, calculator, TV,
video recorder, communications and other important inventions, being
a universal toy that can imitate other toys and the most
various games, multimedia, at the same time, are for the child
equal
partner,
capable
to react
actions and requests, which he sometimes lacks.
Usage
multimedia
technologies
educational
process
answers
requests
is
effective
ways
promotion
motivation
individualization
development
creative
abilities, abilities
creation
favorable
emotional
Application
technical
education
corresponds
requirements of modern society.
At the same time, we note that the process of improving education,
associated with the introduction of multimedia technologies into educational
the process of a preschool institution is experiencing serious difficulties,
related
famous
financial
problems,
material
shortage
qualified
problems
insufficient
quantities
pedagogical
computer
technologies,
allowing
effectively
education,
formation
personality and the development of individuality in the current conditions.
The term “media” comes from the English word media, translated
"facilities
information."
"Multimedia"
means
totality
software and hardware that displays information visually and
sound
Multimedia computers
computers
totality
software and hardware that allows you to reproduce sound
(music, speech, etc.), as well as video information (videos, animated
Multimedia
facilities,
become
widespread, and many programs are also becoming more or less
multimedia.
Modern computer combined with multimedia projection
equipment can replace almost all traditional TSOs.
Using an interactive approach requires a very high level of
teacher qualifications. Both documents and “pictures” should be bright,
create
definite
differ
certain
"symbolism".
methodological
processing
material.
actually,
combination to stimulate children's activity,
multimedia
technologies
much
increase
possibilities
educational
PROCESS,
activities of preschool children.
Play activity is one of the leading types of human
activities. She is also the leader in the life of a preschooler. Let's consider
the concept of a traditional game used in modern didactics is isolated
signs and main functions of a didactic game and on this basis we will identify
is being studied
philosophers,
sociologists,
psychologists,
teachers. One of the fundamental research games for preschoolers
is the work of D.B. Elkonin “Psychology of the game”, which summarizes
basic materials on the theory of game activity, a detailed
critical analysis of various game theories, experimentally and theoretically
the understanding of the game that has developed in Russian psychology is substantiated, and
The importance of play for the mental development of children is also shown.
The features of the game are: the presence of a plot, roles, rules (in hidden
or explicitly), performance of game actions by participants, special game
psychological
state,
accompanied
emotional
intellectual tension, two-dimensional behavior of players (in real
voluntary
enters
own desire, and is free, that is, the player during the game does not bear
no obligation, failure or error during the game is associated with any
or real negative consequences.
historically
was used
education
training
preschool age. Its effectiveness as a didactic tool led
to the use of games in the learning process and adults. Games used in
educational
process
achievements
didactic
are called didactic.
An educational game is a complex systemic education that allows for various
presentation methods. It can act as an activity, as a process,
"intertwined"
activity,
activities. Therefore, the question arises: how to determine whether a given
form of organizing the educational process through games? D.N. Uznadze wrote that “everything
forms of extragenic (externally motivated) behavior can amount to
actually
game actions (folding jigsaw puzzles, moving chips, exchanging cards
and so on.); 6) educational activities (solving problems, finding answers to questions, etc.), c)
(discussions,
discussion
questions
labor
actions (manufacturing models, instruments, etc.).
Having identified the main features and functions of didactic games, we will consider
essence
computer
term
"computer
understand
activities,
limited
rules
aimed at achieving a goal, which is characterized by interaction
player and computer.
Didactic
computer
computer
aimed at achieving a learning goal. The main difference between this game and
traditional lies in the presence of one more participant - a computer,
acting as a game organizer (creating a game situation and controlling
for the progress of its implementation). Thus, in a computer game the computer
can perform several functions at once: the function of an adult leading the game,
partner player,
participating
didactic
materials
versatility
computer
at the same time, his ability to perform these functions is limited
computer
specific,
advantages
flaws
comparison
traditional.
specificity
computer game, consider its structure.
The basis of a computer game is a logical structure in which
There are three levels - operational, tactical and strategic.
The tactical level is defined as a set of game actions,
leading to the achievement of some local goal. As a result of actions
tactical
is happening
Union
individual
operations
in accordance with the goal, and the player achieves improvement (or
deterioration)
provisions
next,
human activity – level of action.
The strategic level involves planning the entire game, which
must be structured in such a way as to achieve the goal and win. This level
allows you to link the actions of the tactical plan into one whole and carry out
activity
holistic,
human
activities.
logical
structures
difference
traditional
computer
is
specifics
operational
the latter.
actions
are concluded
movement
manipulator
keyboard. The player himself is more enslaved and is obliged to strictly observe
rules and conditions of the game. However, these restrictions create conditions for him to
deep
concentrations
material,
development
attention,
accuracy and precision. In addition, graphic and sound capabilities
computers provide the player with the richest gaming
material and allow you to simulate many of the famous games and create
fundamentally new. This circumstance, as well as the individual regime
mastery of the game is very attractive not only for children, but also for
adults. “Free use of the computer also changes the child’s attitude,
adult
objects that already exist or are just being born in the offices of scientists.
calm,
free
appeal
objects,
admiration for them, as for new idols,” notes psychologists.
simplicity
management
individual
execution, dynamism, ability to “adapt” to the player’s level,
high technical capabilities of computers to reproduce the most
diverse scenarios and characters, make a computer game in many
operational,
tactical
strategic
preferable to the traditional one.
technical
possibilities
modern
computer
allow you to implement the useful functions of a traditional didactic game in
a specific form that is attractive to children – a computer game.
Mark,
use
computers
education with nutrition flax
process
multifunctional
character:
Problems
are being formed
are developing
various
intellectual
quality,
observed
emotional
experiences,
motivation and will develop, i.e., their individual development occurs
Large explanatory dictionary of the Russian language / Ch. edited by S.A. Kuznetsov. -
St. Petersburg: “Norint”, 2001. – 1536 p.
Ginsburg
Socio-psychological
Problems
business game // Pedagogy and psychology of the game. - Novosibirsk, 2005. -S. 50-62.
Comenius
didactics
//Reader
foreign pedagogy. - M.: Education, 2011. - P. 80-162.
Sukhomlinsky V.A. Selected pedagogical works. - M.; 2009.
Vygotsky L.S. Imagination and creativity in childhood. – 2007.
Krupskaya N.K. Pedagogical essays. T. 6. – M.; 2005. – 426 p.
Margulis E.D. Computer game in the educational process //Soviet
pedagogy. - 1989. - No. 4. - pp. 15-20.
Uznadze D.N. Psychological research, - M., 2006. - 451 p.
Tyunnikova S.M. Pedagogical possibilities of didactic games and
requirements for its organization. – M., 2007. - 60 p.
10. Rotenberg B.S., Bondarenko S.M. Brain, learning, health. - M,: 2009.
11. Wenger L.A., Martsinkovskaya T.D., Wenger A.L. Is your child ready for
school? - M., 2009. - 192 p.
Urban district of Vyksa
MUNICIPAL BUDGET PRE-SCHOOL EDUCATIONAL CENTER
INSTITUTION
Combined kindergarten No. 25 “Alyonushka”
607062, Nizhny Novgorod region, Vyksa, Gogol district, building No. 56 - A
Phone 8(83177)30156; E-Mail: [email protected]
Agreed ______________ Approved
Head MBDOU No. 25 N.V. Polinova at teachers' meeting No. 1 from 08/31/17
Self-development program for teacher Galina Alekseevna Anisimova
for 2017-2020
Vyksa city
Topic: The use of multimedia didactic games in the cognitive development of preschool children.
Relevance of the topic:
The modern information space requires computer skills not only in elementary school, but also in preschool childhood. Today, information technologies significantly expand the capabilities of parents, teachers and specialists in the field of early education. The possibilities of using a modern computer make it possible to most fully and successfully realize the development of a child’s abilities. The problem of informatization in modern conditions has affected kindergartens. The use of ICT is one of the priorities of education. And today this is one of the newest and most pressing problems in domestic preschool pedagogy. The experience of our pedagogical activities shows that in a kindergarten it is possible, necessary and advisable to use ICT in various types of educational activities with children. Cognitive processes are an integral part of any human activity that provide one or another of its information. The leading activity of a preschooler is play, so it is easier to develop cognitive processes through play. When playing, children concentrate and remember better than when given direct instructions from an adult. Didactic games occupy a large place in the work of preschool institutions. In the context of widespread computerization, the use of multimedia didactic games in the activities of preschoolers becomes relevant. Multimedia didactic games serve as educational tools - children master the characteristics of objects, learn to classify, generalize, and compare. Preschool children need not to be taught, but to be developed. Development using modern information technologies is at the forefront. They need to develop through accessible and interesting activities for their age - games. One of the important tasks of modern preschool education is the creation of conditions that would contribute to the development of the child and the disclosure of his creative potential.
Goal of self-development:
1. personal and professional growth and self-improvement;
2. improving the quality of the educational process;
3. ensuring the development of cognitive activity of pupils throughsearch for information and communication technologies and introduction into play activities of preschool children.
To achieve my goals, I have formulated the followingtasks:
study psychological and pedagogical literature on this topic;
define the concept of “interactive didactic game”, “cognitive activity”, “activation of cognitive activity”;
determine the theoretical prerequisites for studying the problem of interactive didactic games as a method of teaching in preschool educational institutions in modern pedagogical literature;
get acquainted with advanced pedagogical experienceusing interactive didactic games as a means of organizing cognitive activity of preschool children;
introduce ICT into cognitive and play activities of preschool children;
use ICT in the educational process;
create a media library of electronic didactic games for preschoolers;
present materials in the process of methodological work (open events, speeches, generalization of experience, certification).
Expected Result:
Analytical report based on the results of the analysis of psychological and pedagogical literature and pedagogical experience on the problem of using multimedia didactic games in the cognitive development of preschool children.
A package of methodological, didactic and demonstration materials for creatinginteractive didactic games.
Creation of a card index (media library) of interactive didactic games for the cognitive development of students.
Analytical report on the results of testing methodological, didactic and demonstration materials.
Extracts from the minutes of pedagogical councils, extracts fromorders for preschool educational institutions on incentive payments, publications, certificates, letters of gratitude.
The main directions of implementation of the self-development program:
Self-education on the topic « The use of multimedia didactic games in the cognitive development of preschool children.”
Interaction with children in the process of testing materials.
Interaction with colleagues on the problem of using interactive didactic games in the cognitive development of preschool children.
Interaction with parents (legal representatives) regarding the appropriateness of using interactive equipment in the educational process of modern preschoolers.
Stages and terms of implementation of the Teacher Self-Development Program
Stage 1
Analytical and design 2017-2018
Stage 2
Practical 2018-2019
Stage 3
Summarizing 2019-2020
Stage 1 Analytical and design
(analysis of the Federal State Educational Standard for Education, psychological and pedagogical literature, the experience of other teachers, electronic resources, preparation of analytical reports, identification of topics for interactive games, selection of material for creating your own games)
Stage 2 Practical
(visiting city methodological associations, development and use of projects, development and testing of notes on regulated educational activities with the direct use of ICT in it)
Stage 3 Generalizing
(systematization of materials, preparation of analytical reports and reports)
Literature:
1. Preschooler and computerter/ed. L. A. Leonova - M., 2004.
2. Magazine “Computers and Programs” 15"2002
3. Internet seminar “Information technologies in the work of preschool educational institutions” (8.09.2011)
4. Information technologies in education / ed. I. G. Zakharova-M., Academy, 2003.
5. New pedagogical and information technologies in the education system / ed. E. S. Polat. – M.: Academy, 2003.
6. Appendix to the order of the Ministry of Education of Russia dated February 11, 2002 No. 393
7. http://nsportal.ru (article
