ICT cannot be combined with children's play activities. Your opinion

achievements. The development of networks is leading to new forms of collaborative pedagogy that take advantage of all the possibilities of interaction between these networks (such as Web 2.0). We have to figure out how social media can improve teaching and learning, and use the most advanced technologies to create “enhanced and augmented pedagogy.” The main improvement made possible by ICT is the ability to personalize and individualize learning. We must create a personalized pedagogy based on the individual learning parameters of each student - a pedagogy management system!

The future is digital citizenship

In a digital society, the issue of digital citizenship is acute. Education must prepare citizens of such a society. There is a big risk of digital divide – not in terms of technology or accessibility digital devices, but mainly in relation to gaining access to knowledge and obtaining digital competencies.

The issues raised by the digital society are mainly questions of pedagogy and politics. They are related to the goals of a digital society based on knowledge, with human communications - the most important aspect of relationships in a digital society.

Of course, the future will be completely different when teachers become digital natives. However, the pace of current change is so fast that we cannot predict what new concepts and patterns will emerge in our society, so the gap between new and previous generations will remain. Changing generations are the main characteristic of digital society.

It is necessary to constantly seek answers to the questions: what is our vision of the pedagogy of the digital society, what strategies do we need to realize the basic educational values?

Digital Natives – New Citizens of Digital Societies . Identify and analyze the most important changes, not just technological ones, taking place in the digital society. Analyze the competencies of representatives of the new generation: the competencies that they already have and that they need to acquire. Analyze and take into account what knowledge is available in the digital society, what knowledge is in demand for digital natives, and how this knowledge is developing.

Digital societies lead to information societies and knowledge societies. The humanitarian aspects of the knowledge society should be remembered and taken into account, and the humanitarian aspects of digital societies should be developed. To create teaching and learning strategies for digital natives, we must define not only digital characteristics, but also their social, economic and humanitarian content.

Digital natives are engaged in networks, collaboration and collective intelligence . Teaching and learning strategies must take these principles into account. Networks must be introduced into schools and schools must operate like networks.

Digital natives learn in new ways. Launch research projects on the ways in which digital natives acquire knowledge. What will they study? Why? How? Where? Alone or in a group? How can we set “individualized learning parameters” for digital natives?

Digital natives need to be educated differently. Create and test new pedagogical models for digital natives, bridging the growing gap between technology and pedagogy. Involve schoolchildren themselves in the process of developing appropriate methods and pedagogical strategies.

Define policy considerations for digital natives. What political development is the knowledge society undergoing? How does this translate into digital native learning? What values should be developed in such a society?

5.2. ICT in preschool education

Preschool education and upbringing is a right recognized by the Convention on the Rights of the Child, according to which all children of preschool age have the right to care, development, education, protection and safety. As the first of the six goals of the Education for All (EFA) programme, development

And Improving early childhood care and education plays a key role in achieving other EFA goals (for example, general primary education), as well as in achieving the Millennium Development Goals.

IN In 2010, UNESCO IITE began implementing a project dedicated to the use of ICT in preschool education, the results of which are reflected in the review “ICT in Preschool Education: Existing Experience and Recommendations” (2011), as well as in the analytical note “ICT in the upbringing and education of preschool children "(2012).

IN different countries concepts early childhood and preschool education may involve different age groups of children, covering ages from 3 to 6-7 years, i.e. preschoolers.

IN The project involved pilot preschool education (preschool) institutions from Brazil, Hungary, Norway, Portugal, Russia, Slovakia, the Czech Republic and Chile. Based on the results of the project, “Possibilities of information and communication technologies in preschool education” were identified (publication in English, Russian and Slovak). During the IITE study, three sources of information were used: information obtained from 17 CE centers located around the world; reviews of specialized literature on how ICT can influence learning processes in educational institutions and how they can be integrated into a wide range of educational methods; professional experience of involved experts and data research projects, related to DL in the context of ICT. Despite their considerable differences, all 17 educational centers that took part in the analytical study have an important unifying feature: they all belong to the number of innovative educational institutions in their countries or regions, leading in the integration of ICT in the education of preschool children. This targeted selection of CE centers was based on the recommendations of education authorities

And research centers of the respective countries. The sample of institutions presented provides a convincing picture of real innovative trends in the use of ICT in preschool education.

The analysis of the actual situation in these centers covered questions about the equipment they have, the teaching staff and the competence of teachers in the field of ICT, the priorities of the institutions, their activities and methods of work, strategies and pedagogical attitudes, conclusions regarding the path traveled and plans for further development.

Summarizing the results obtained during the implementation of the project, a general strategy for integrating ICT into preschool education has been formed, which consists of eight successive stages (steps). These recommendations may also be useful to heads of preschool institutions, as well as consultants to local education authorities.

Eight steps of a strategy for integrating new ICTs into preschool education

1. Develop your existing capabilities.

2. Define your role.

3. Formulate goals and objectives.

4. Create an ICT environment.

5. Promote staff professional development.

6. Integrate, observe, reflect.

7. Build partnerships and networks.

8. Plan further development.

Below is a description of the integration stages and recommendations for optimizing each step.

ICT in preschool and primary education

Develop your existing capabilities

Currently, we are witnessing unprecedented attention to the quality of preschool education as part of the education system. More and more children are exposed to computers before they enter school and even before they enter early childhood education institutions and experience both positive and negative impacts of ICT. Preschool education cannot ignore this phenomenon. In preschool education, we need to look for effective procedures and strategies in order to use ICT more realistically, effectively and practically to achieve the goals that we always set in education, when there are good reasons for involving ICT.

When you decide to start integrating ICT into games and learning for children in your early childhood education institution, you will be faced with a number of questions. In your search for answers, try to expand and deepen your understanding of the context and develop your existing capabilities:

Familiarize yourself with the state-created structure for the development of ICT and strategic documents relating to ICT at all stages of education, especially in preschool education. Many countries have recently developed (or are currently developing) a strategy for the use of ICT in preschool education or other conceptual documents.

Develop your own ICT skills. You will need this as you integrate them for several reasons. For example, you will have to draw up a plan for professional development of employees of your preschool institution and monitor its implementation. Also, keep in mind that developing ICT skills is a lifelong process.

Explore quality sources - academic literature on the use of ICT in early childhood education and sources that provide practical ideas on how to proceed. This is not easy because there are few such sources. Try to find new sources in your native language. Use them in your search for opportunities that ICT offers to early childhood education.

Look for examples of good and effective practices at home and abroad.

Look for new contacts. There may be other ECE organizations in your area that are starting and reflecting on the same process.

All these complex transformations will give you and your colleagues a lot of extra work, numerous questions and problems will arise, your work will be criticized, but at the same time, new ways of teaching children will open up before you, new knowledge about technologies that you will receive with the help of ICT. If you believe in early learning that puts the child's development at the forefront, if you want to understand the new opportunities offered by ICT and are determined to discover appropriate ways to use it in play and learning, you can confidently say that the transition process in your organization is already started.

Define your role

Perhaps you work in an educational institution that has already taken steps to integrate ICT into its activities. If you decide to make this process more effective and energetic, it is useful to pay closer attention to the analysis of your situation, to think about what place you personally occupy in this process.

In the process of ICT integration, the following aspects can be identified and studied:

Motivation and initialization. Who initiates the process and why? We can distinguish external (parents, local authorities or representatives of institutions of a higher level of education, researchers, etc.) and internal initiators (the impulse usually comes from the head of a preschool institution or from its leading teachers). We have presented examples of both types of motivation and their combination.

nia. It cannot be said that one type of motivation is better than another. However, it can be argued that without internal motivation, the chances of success are very low.

Goals set by people initiating the integration process. Are there any official documents related to the educational content you are going to follow? Are your goals clearly stated? Are your goals defined in more detail than in formal content and instructional planning documents? What would be impossible without new technologies (and a new pedagogical approach)?

What types of ICT do you use? Do you use only one or two technologies (eg, computer and digital camera, computer and educational programs, robot turtles)? Are you aware that ICTs are a wide range of resources and that they provide us with many different opportunities to gain new experiences necessary for the holistic development of children?

How do you use ICT tools to support learning and play?Do you use ICTs as additional and optional entertainment for children or do you integrate them into the process you have planned as a tool for achieving the goals you have set?

What kind of teachers do you have? How good are their ICT skills? What about you? How many of your teachers (and to what extent) are ready to learn and are motivated to learn, ready to discuss, discover and innovate? Are you able to create a learning community atmosphere in your ECE institution?

Who supports you? Who provides you financial support? Do your parents and educational authorities support you? Government policy in the field of ICT?

For what purposes (besides administrative) does your educational institution use ICT?

Do you use ICTs for and with preschoolers, to support preschoolers' learning, or to support older children? For planning development and activities, for analysis, for creating electronic portfolios, for communicating with their parents?

How do you analyze, evaluate and plan for the continuation of this process?How much attention do you spend thinking about your situation, the development of your students using ICT, and the social, intellectual, creative and emotional development of children? What tools (internal and external) do you use?

The questions listed above will allow you to think about various aspects of the use of ICT in educational institutions. These questions can be used as a kind of methodology to improve the understanding of the current situation in the process of ICT integration.

Formulate goals and objectives

The process of integrating ICT into education should have a clear focus, and specialists should have a relatively clear understanding of the reasons that motivate the institution’s staff to get involved in this process. This transition is a gigantic investment of effort and resources, a huge burden of personal participation (both of the manager and his subordinates). Obviously, in such a situation, goals, strategies and vision play an important role. However, you should not expect that you will be able to find the only and best strategy. There are numerous plans and effective courses of action. It is necessary to choose a strategy that corresponds to the traditions and capabilities of a particular educational institution. Try to study and analyze the successes achieved with the strategies you like and the failures:

State your goals and strategies simply and keep them simple because you will have to explain them to others with different levels of ICT knowledge and gain their attention and support.

Ensure flexibility in your goals and strategies. The more you learn and understand ICT, the more you will understand the opportunities that using technology for educational purposes provides, and the better you will be able to formulate goals and means to achieve them.

When setting goals, consider what aspects of learning, play and development you consider particularly important for ECE and how to support children's development in these areas using ICT.

It is also important to figure out what and why your goals are not included. Training in computer use skills

ICT in preschool and primary education

computer and other ICT tools would be the wrong task. Of course, children will acquire and develop such skills and knowledge, but in the course of achieving other goals. For preschool children, it is enough to master ICT through use in other activities. The study of ICT itself is included in school education.

Of course, providing children with access to ICTs as a reward for successful completion of other tasks or good behavior cannot be the goal of your strategy. On the contrary, one should look for strategies that, firstly, they will allow the use of ICT in various types of everyday activities and solve problems in a more effective, adequate and motivated way, and secondly, they will clarify new, previously impossible goals, which will create new opportunities to support children who need self-expression, communication and cooperation in problem solving.

Create an ICT environment

Familiarize yourself with the rules governing all aspects of the use of ICT in an educational institution and comply with them.

Regardless of whether such rules exist or not, and regardless of how complex or brief they are, remember: the safety of children, from all the points of view discussed in the previous chapters, is the highest priority.

Depending on your initial goals, select and purchase appropriate ICT tools. Avoid using old equipment that someone wants to give you (or be careful with it). Be aware of the potential for health hazards from ICTs, especially older monitors with cathode ray tubes.

Create a selection ICT space. If you are not limited by any rules, choose a classroom (or all classrooms) as the location for this space and install ICT devices there or create a computer corner. Remember the priorities: (a) safety; (b) functionality and practicality (these principles will make it easier for you to integrate equipment into various activities); (c) manageability (be modest, you don't need much to get started); (d) location (it is necessary to easily observe all students and what is happening in the computer corner); (e) flexibility (your needs will evolve and the space should allow for further changes).

If possible, connect the ICT corner to the Internet.

If possible, add new age-appropriate furniture to the computer lab or ICT corner. All wires, connectors and sockets must be completely hidden from children and inaccessible to them. An alternative is to choose a simple and temporary solution and then, after a few weeks or months of observing the functionality of the space, finally arrange the furniture. Be content with a good solution, don't look for the absolutely optimal one.

Pay special attention to correct lighting, which should be easily adjustable.

Besides everyone technical requirements requirements for ICT and their use, the corner must meet all the requirements for premises for preschool children.

If you are installing interactive whiteboards, pay special attention to the height of their placement, which should allow children to work with the boards independently. Think carefully about the placement of the projector and the direction of its beam.

Establish rules of use for colleagues, but especially for children (the same as you may have introduced for other corners, other equipment or certain situations). Make these rules clear, visible and understandable not only to children, but also to their parents.

Promote staff professional development

Don't expect what you and yours fellow teachers will master ICT in a few days at advanced training courses. Keep in mind: ICT proficiency is a continuous process of personal development throughout life.

increase. If necessary, think of effective ways to increase their motivation.

Develop a personal strategy for planning, monitoring and evaluating the long-term development of your employees.

Try to create and maintain a learning community atmosphere in your ECE institution where people value knowledge, learn from each other every day, and support each other.

If your organization is involved in a larger project, this can significantly help the cause: within the framework of such projects, professional development programs for all teachers are common.

As outlined in the New Zealand Council for Educational Research (2004), successful approaches to effective teacher development in ICT have the following features to consider when selecting ICT training programs for your educators. As a rule, such advanced training courses:

involve teachers in setting goals, planning advanced training and professional retraining;

take place in the working classes;

involve collaboration in small groups;

rely on teachers’ existing knowledge and experience;

based on a specific project within which teachers plan to carry out their activities;

linked to pedagogical theory;

provide time and opportunity to experiment and reflect on new experiences;

provide training in ICT skills based on real needs.

IN The structure of advanced training programs in the field of ICT for preschool education can distinguish different areas and levels of planned results:

mastery programsbasic skills work on a computer using basic tools for communication, writing messages, browsing the Internet, etc.;

programs aimed at masteringadvanced skills use of ICT, including various tools of self-expression and communication;

programs higher level, as a rule, combining modules for mastering various ICTs of choice with the study of new pedagogical approaches;

programs exchange of innovative experience, intended for leaders working in preschool education, and providing internships in the most advanced preschool institutions.

For teachers, consulting with each other, discussing and sharing teaching techniques, observing colleagues' work with children, promoting collegiality and support, and promoting quality teaching is a strategy for professional development.

IN In connection with this, the acquisition of basic and advanced skills involves such forms of training as:

one-time modules conducted outside a preschool institution, over several hours, one day or several working days;

regular courses conducted over a certain period once a week or once a month;

regular internal courses organized at your preschool institution; self-study;

mutual training of colleagues within the framework of a preschool institution.

Advanced level skills (optional) and exchange of innovative experience are best developed through training events:

seminars and open classes organized by one educational institution to demonstrate certain activities, tools, techniques, etc. colleagues from other kindergartens;

video conferences, remote seminars, discussions on specific modules reflecting the specifics of the use of ICT in a preschool institution;

active involvement of teachers in various educational networks.

Integrate, Observe, Reflect

Start with the simplest methodological techniques and minimal ICT corner equipment (using

ICT in preschool and primary education

use digital camera, graphics tablets for drawing pictures or using programmable toys).

Once you have gained some experience and tested the functionality of your ICT corner, focus on your first attempts at integrating ICT into the different activities included in your curriculum. The level of integration will gradually increase, and you will use ICT to support the main objectives of a particular activity more and more effectively:

Use a variety of scenarios and ways to organize the work of a group of children.

Try to describe the experience gained in using new ICTs and analyze the transition to new methods and pedagogical techniques to more successfully achieve your goals.

Develop your teaching skills, as well as ways to document your group work - for children and their parents, but also for the purpose of deeper analysis and evaluation of the results obtained. As with all activities, do this in collaboration with colleagues.

Integrate more and more ICT tools and tools, expand the arsenal of possibilities, scenarios and forms of work.

Use ICT when working with children both indoors and outdoors.

Develop skills in integrating ICT into the activities of the whole group (divided into teams).

Learn to watch children develop their abilities in using ICT. Watch how they manage to use ICT in their development in all its forms.

Reflect on achievements and improvement, observe the development of the group as a whole, teams and individual children. Improve your reflection practice.

Continually collect the best examples of your work, for example in the form of an electronic portfolio. Colleagues, parents and yourself will need these documents for in-depth analysis and planning for further development.

Continued research is needed to better understand the role, appropriate formats and benefits of integrating ICT into education in CE. Along with scientists working on theoretical issues of education, early childhood educators can make significant contributions through everyday observations and reflections on children's experiences, as well as through the formalized results of their own research.

Build partnerships and networks

When organizing your innovation process, don't be alone. Build communities of practice, a network of people united by the same goals, sentiments and problems (or join such communities). Form various partnerships and networking relationships. Within your preschool institution, on the basis of building, expanding and sharing knowledge, initiate and support collaboration between teachers in your organization. They must believe in the transformation, identify with it and support it. This usually means that teachers will have to work harder, and while transformation creates challenges, it also generates motivation for their own development.

Try to develop (individually or as a group) clear visions for the future and development plans that generate new approaches to learning with ICT. Build cooperation with the parents of your students on the basis of joining forces, since any change is impossible until you achieve the approval and support of the parents. You need to explain to them the meaning of your ideas and goals. Find out what children are doing with ICT at home and try to use this information in preschool. Later, you will be able to influence parents' choices regarding "home ICT policy." Learn from your parents and teach them at the same time. Think about different forms of cooperation with parents.

Maintain communication and cooperation with other education specialists (based on the exchange of experience, accumulation and dissemination of knowledge), and other educational institutions. Learn from them and teach them at the same time. If possible, share your experience, all the teaching (learning) resources created by your teachers. Strengthen cooperation with local authorities education management. Try to establish cooperative relationships with research institutions -

we who are actively involved in the use of ICT in preschool education. Such cooperation will give you interesting connections and scientific and methodological assistance, the opportunity to take part in projects, and find ICT on the advice of a specialist.

Collaborate with primary schools where children from your preschool institution will go. This teamwork will be mutually beneficial.

Plan further development

As a leader of such an important transformation, you must look into the future, beyond today's problems, and design a common direction for development.

Pay close attention to how ICT integration changes the climate in groups, how relationships and communication patterns develop between you and your teachers, and how they collaborate with each other in new conditions. Constantly observe the process as a whole, reflect on all its aspects, evaluate them and plan next steps.

Study current trends in early childhood education, especially in the use of ICT. (a) Read specialized literature on this topic. (b) Be an active participant in communication with other educational institutions and innovative teachers. In many countries, it is now believed that best practices in the use of ICT are concentrated not in universities or in centers for training teachers of CE, but in innovative institutions of CE. Thus, the most in a convenient way dissemination of this experience is the organization of open events, their attendance in other institutions of preschool education. (c) Describe your experience. If you want to get acquainted with the work of other preschool teachers, write about your own ideas and successes, share them, disseminate them.

In the course of using ICT, many educational institutions do not even know about the existence of a number of new ICT. Think about what types of ICT tools are used in your institution and what are not.

Ask yourself questions:

What will your children gain from the expansion of ICT?

What new forms of ICT integration could we adopt, what new forms of group management (scenarios) could we apply?

What are the biggest obstacles we need to overcome?

How can these obstacles be avoided or reduced?

Are our partnerships and networks developing well?

Is our work visible to everyone who is interested in it?

Is there sufficient space allocated for ICT in your institution, for example, ICT corners?

Is it possible to improve these spaces functionally?

Can you make them safer, more interesting, more relevant to your educational goals?

Can ICT be used to support innovation that Should it somehow be reflected in the preschool curriculum?

Models for integrating ICT into preschool education

The potential of ICT for young children can only be productively used if new technologies are integrated into early childhood education along with other daily activities, but do not replace them.

Educators and decision makers are interested in understanding the positive role of ICT in the care and education of preschool children. Unfortunately, only a small number of systematic studies have been conducted in this area. Key areas of early childhood education that ICT can help include:

communication and collaboration;

children's cognitive development;

ICT in preschool and primary education

development of children's creative abilities;

use in development role-playing games;

formation of attitudes and development of learning skills.

For ICTs to make a positive contribution to early childhood education, they must be used in accordance with their inherent most effective methods training. This application should support their creativity and self-confidence (Hayes and Whitebread, 2006).

Although there is still a lack of experience and significant discoveries in this area, we can already conclude that using the potential of ICT in the comprehensive development of children requires the full integration of new technologies into everyday play and learning activities. Don't just add them to existing equipment as new toys and aids.

In leading innovation centers of educational institutions, computers and other ICTs are part of the educational process along with many other activities. New digital technologies should not be seen as replacing traditional practices. In any case, the use of ICT should not occur at the expense of any outdoor or indoor activities. Physical exercises and outdoor games (running, climbing, jumping), use

wheeled toys, construction toys promote gross motor development (Siraj-Blatchford and Whitebread, 2006).

Designing the introduction of ICT in preschool education can be considered from several models.

"Macro Perspective". This model is focused on ICT policy for CE in various types of educational standards. Of course, often public policy develops only after some isolated and exceptionally innovative ECE centers demonstrate some expertise and thus draw attention to new opportunities that are used for widespread dissemination.

Development Center model. This model works at the regional or district level. For example, an innovative initiative of several educational institutions in one community or in a specific area managed by the relevant educational administration or educational institution. The advantage is that all the institutions involved are closely connected (in a geographical or partnership sense) and usually have similar conditions and interact to learn together and stimulate each other.

"Micro Perspective". In preschool education, this is the most important level of all, where the entire integration process takes place. At this level it accumulates

much of the practical know-how is in the use of ICT, and five key aspects of development can be identified.

The Micro Perspective model includes the required components described below. Participants. While children, teachers, heads of pre-school and primary school institutions, education

As bodies are obvious participants in this process, it is imperative to organize close cooperation with parents, as well as to involve them in the transformation process. Later we will look at another vital aspect concerning teachers, namely their accompanying professional development.

Incentives. This aspect was discussed in detail in the previous section: we understand the importance of early childhood education and recognize the enormous potential of ICT in achieving goals that meet the expectations and requirements of the 21st century.

Diversity of ICT. It would be a mistake to interpret the concept of ICT in education as computerization or training in computer use. On the contrary, we must highlight the fact that ICTs include the widest range of digital tools, work environments and procedures that could be used to comprehensively support all areas related to child development. When planning ICT equipment, this overarching goal should be taken into account and the so-called development compliance our choice (see next section).

ICT space. An important problem is the organization of space with ICT not only directly indoors, in a specially designated place, but to use mobile tools (cameras, tablet PCs, etc.) in the fresh air.

Managing the ICT learning environment. It is necessary to develop, implement and evaluate the productive management of ICT activities in the children's group, to integrate ICT into work plans for individual small groups of children, large groups and entire classes. Classroom management also involves safety issues.

There are already websites of preschool institutions that present the experience, knowledge and practices that teachers share with local specialists and international communities. They usually clearly outline their learning process and development strategy, ICT strategy, including security concerns; sometimes they offer expertise or cooperation, various resources, techniques, etc.

As an example, we can visit the website of Homerton Children's Center in the UK (www.homerton.cambs.sch.uk). The experience gained on this website can be extremely useful for those currently formulating their government ICT strategies in early childhood education or articulating the role of ICT in early childhood learning and play activities ( www.ictearlyyears.e2bn. org/gallery.html).

Issues of implementing models for integrating ICT into preschool education

Safety. While many educators point to the diverse and effective ways in which ICT can be integrated into early childhood play and learning, many early childhood education professionals express safety concerns. And despite the fact that in most cases there is no reason for concern, many authors and experts agree with the need for preschool teachers to be aware of the debates surrounding the use of ICT

V teaching young children, and awareness of the need to take care of health and development. According to (Byron, 2008), (New Zealand Council of Educational Research, 2004)

and (Steven and Plowman, 2003) most security issues can be classified into groups:

negative physical impact,

the degree of support for the learning process, as well as the cognitive, social and emotional development of children,

exposure to harmful content,

ICT crowding out important gaming and learning activities.

We must take these issues into account. However, most of the authors who warn us about all the risks and dangers are often referring to the solitary playing of computer games and may not have a factual understanding of current trends in many innovative CE institutions. As stated by Adams and Brindley (Hayes and Whitebread, 2006), the child's passive pattern in front of a monitor persists until he is included in interaction with some form

According to the Federal State Educational Standard of Preschool Education, artistic and aesthetic development involves the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual, natural world; the formation of an aesthetic attitude to the surrounding world; the formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.).
In older preschool age, it is very important to evoke and maintain positive emotions in the child, a joyful mood for emotional perception and a positive psychological attitude. The mood, behavior and performance of a little person mainly depend on how much they like it, how interested it is, whether this activity brings pleasure or not. Therefore, it is necessary to include music in a child’s play activities. Music enriches the emotional experience of a preschool child and serves as a means of effectively developing all the child’s personal qualities. Planning and organization of the musical educational process using information and communication technologies (hereinafter referred to as ICT) should take into account the availability of the necessary equipment for conducting classes and entertainment: the presence of a computer or laptop, software, necessary DVDs or CDs, music center, music speakers, interactive whiteboard, optical device (projector), availability projection screen. The presence of an interactive board allows the teacher and students to combine computer and traditional methods of organizing the musical educational process. However, at the present stage in the educational process, preschool educational institutions do not sufficiently use ICT as an information resource in organizing musical and gaming activities for children of senior preschool age. The above determines the relevance of the topic of the work.
The object of the study is the process of using ICT in the musical play activities of children of senior preschool age in the process of music classes.
The subject of the study is the pedagogical conditions for the use of ICT in the musical play activities of children of senior preschool age in the process of music lessons.
The purpose of the study is to study the possibilities of using ICT in the musical play activities of older preschool children in music classes.
To achieve this goal, the following tasks were set in the work:
1. To reveal the theoretical aspects of organizing musical and play activities for children of senior preschool age during music classes.
2. Analyze the possibilities of using ICT in organizing musical and gaming activities for children of senior preschool age during music classes in the process of experimental work.
3. To determine the pedagogical conditions for the use of ICT in the musical play activities of children of senior preschool age in the process of music lessons based on the results of experimental pedagogical work.
Hypothesis: it has been suggested that play is the most natural and nature-conforming form of life activity for preschool children. Therefore, the use of ICT in musical and gaming activities in preschool educational institutions seems appropriate and will contribute to the disclosure of their creative potential, the development of musical abilities, as well as the creation of an emotionally positive atmosphere in the group.
The following methods were used in the work: theoretical methods: analysis and generalization of the content of pedagogical, psychological literature, methodological sources; hypothesis building, modeling, quantitative and qualitative analysis of factual material; empirical methods: observation, experiments; methods of mathematical statistics for processing and interpreting the obtained data.
The methodological basis of the study was the scientific works of N.A. Vetlugina, L.S. Vygotsky, T.S. Komarova, E.V. Sereda, N.V. Uvarina, D.B. Elkonina and others. Play as a leading activity of a preschool child was comprehensively considered by such scientists as L.S. Vygotsky, E.V. Sereda, N.V. Uvarina, D.B. Elkonin and others. A.A. Lyublinskaya, V.S. Mukhina revealed the peculiarities of play activity in each period of preschool childhood. T.D. Antonova, Yu.V. Terentyeva, D.B. Elkonin revealed the methodological aspects of enriching story-based children's games with music. K.K. Sokolova, R.O. Yurchik, N.G. Yakovleva et al. substantiated the need to use ICT in organizing musical and gaming activities for preschool children in music classes. N.G. Yakovleva compiled a card index of story-based children's games using musical accompaniment for children of senior preschool age through the use of ICT.
Research base:
Research structure. The purpose and objectives determined the structure of the thesis. It consists of an introduction, three chapters, a conclusion, a list of references and appendices. The total volume is 70 pages.[...]

CHAPTER I. THEORETICAL ASPECTS OF STUDYING THE PROBLEM OF ORGANIZING MUSICAL GAME ACTIVITIES OF SENIOR PRESCHOOL CHILDREN IN PRECHIEVING AGENCIES

1.1. The essence of the concept of “musical play activity” in preschool educational institutions

Currently, play activity is recognized as the most important factor in the formation of a child’s aesthetic culture (T.S. Komarova, D.B. Elkonin, etc.). Modern researchers proceed from the position that the game is a form and way of figuratively reflecting reality, accepting and preserving the artistic experience of the people. Thus, researcher of children's play D.B. Elkonin believed that the game teaches one to navigate the phenomena of culture and spirituality in general and use them accordingly. At the same time, it is necessary to note the fact that the creation of a general philosophical and aesthetic theory of the game has not yet been completed.
The idea of using games in education belongs to the long-standing and firmly established theoretical achievements of pedagogical science. The phenomenon of play is a multidimensional phenomenon. Its various aspects are studied by philosophy, cultural studies, psychology, pedagogy, aesthetics, art history and other sciences. Hence the variety of emphases in the definitions of the concept of play: the original school of behavior (S.N. Kaidash), instinctive self-education of developing inclinations (I.V. Koshmina), a method of orientation in cultural phenomena with the help of cult symbols (D. Elkonin), the mechanism of self-organization and self-learning (T.S. Komarova), the ability to produce a variety of ideas and plans (A.M. Novikov), a set of ways a child interacts with the world, discovering and knowing it and finding one’s place in it (B.M. Runin). But with all the diversity of approaches to the phenomenon of the game, with all the differences in the theories of its origin, what remains common to them is the recognition of the socializing, educational, developmental function of the game, its enormous pedagogical potential.
Researchers of children's play (L.S. Vygotsky, D.B. Elkonin, etc.) note that in the game such abilities of the human personality are formed that influence the aesthetic nature of the attitude towards the environment and, in general, the aesthetic worldview. It is in the game that the child becomes animated by inanimate objects, the ability to transform into another person, to see the richness of relationships in objects and objects, as well as belief in fiction, illusion without losing the sense of reality. Consequently, play behavior is very closely intertwined with art.
As is known, among all types of musical activities of children, musical perception is the leading one. Consideration of play as a system-forming factor in the pedagogical process in music education is based on the playful nature of musical perception. Theoretical analysis of the process of musical perception puts the problem of its development in the context of the listener's gaming activity. Comparing musical perception and gaming activity, we discover a number of general principles: firstly, the predominance of the emotional principle in the game and in the perception of music. The complexity and originality of emotions in a game are compared in many studies with artistic emotions (L.S. Vygotsky, V.N. Druzhinin, etc.). The game is not limited to pure action - the subjective emotional state of its participants brings meaning to the game, becomes a source of pleasure and enjoyment caused by the game.[...]

VISUAL MODEL (Vm) Presentations

Video clips of films and cartoons Action modules.

Collecting pyramids in the correct sequence

Construction of various objects, etc.

One of the main means of expanding children's ideas are presentations, slide shows, and multimedia photo albums. This is clarity, allowing the teacher to build an explanation in the classroom logically, scientifically, using video fragments. With this organization of material, three types of children’s memory are included: visual, auditory, motor. The presentation makes it possible to consider complex material step by step, to address not only the current material, but also to repeat the previous topic. You can also go into more detail on issues that cause difficulties. The use of animation effects helps to increase children's interest in the material being studied.

Also, video fragments, interactive diagrams and models act as multimedia resources. The purpose of various kinds of slide shows and video clips is to show children those moments from the life of animals and plants, the observation of which directly causes difficulties

(wild animals, animals and plants of various natural zones, etc.). The purpose of diagrams and models is to visually represent processes in inanimate nature, such as the change of seasons, the water cycle, etc.

In teaching literacy, multimedia resources are intended, on the one hand, to help model spoken speech using various schemes and models, on the other hand, along with traditional static visualization, to offer alternative dynamic images and objects of observation. Thus, the same object pictures in motion will contribute to the formation of verbal vocabulary, and a dynamic pattern of sound articulation will allow you to organize both observation of it and control of your own pronunciation. The ability to use audio materials also allows you to organize work on correct sound pronunciation.

Educational games with elements of literacy develop and maintain interest in such activities and contribute to the formation of positive motivation for reading. This is also facilitated by watching some cartoons, for example “Sesame Street”, “ABC Baby”. In addition, it is advisable to watch cartoons after familiarizing yourself with the corresponding work of fiction.

Equipment involved for the visual model TV;

Computer with peripherals: screen and projector; Scanner; Interactive whiteboard.

AUDIO MODEL (Am) Musical accompaniment Audiobook Radio play

One of the main means of organizing educational and

gameplay The radio and the record player have been around for a long time. Today they are being replaced by more modern means. Virtually all types of activities and all educational fields use music. The sounds of music accompany the child throughout the day. To implement this model, there is a large collection of musical fragments developed by many companies. For the most part, these are cassettes, disks, etc. manufactured in violation of copyright and property rights.

Another equally important tool is an audio book, the use of which in conditions of excessive crowding of groups is one of the ways out for a teacher who does not have the opportunity to constantly keep a large number of children in sight. The range of audiobooks offered is great. We are talking only about competent selection, since not all audio books are of good quality.

Radio plays in this regard are of higher quality, since they were made at a time when there was a completely different approach to this type of production.

Equipment involved for audio model: Music players with speaker system. Player Computer with speaker system Radio.

GAME MODEL (Im)

The game model relies on the use of ICT in kindergarten for games. At the same time, not only traditional ICTs are used for games, but also electronic toys included in the educational process. educational activities.

The gaming model thus operates with electronic toys and computer games. Electronic toys are divided into: children's

computers, interactive educational toys, electronic games, interactive entertainment toys.

A children's educational and developmental computer, or a children's gaming computer, is intended primarily to develop the child, although for him everything will look like a game. This educational and developmental electronic device is designed to help a child master the alphabet, counting, reading and writing. Children's computers were designed for children from 2 to 16 years old. Children's gaming computers for younger children they will have interactive figures of cartoon characters or be able to tell a fairy tale. Children's gaming computers can play a melody, show a cartoon, or offer to play an interesting game.

Interactive, educational and developmental products are produced with a clearly defined development goal certain knowledge and skills. Soft educational toys are intended for very young children and are designed to develop motor skills and physical activity. Soft educational products will allow you to crush, beat, throw yourself and everything just so that your baby in the best possible way The musculoskeletal system was developing.

Soft educational toys will allow you to develop the necessary knowledge system, for example, to learn numbers, the alphabet, teach counting, or introduce you to the diversity of the world around you.

Children's board and pocket electronic games are divided into two main categories: games created for entertainment, as well as special, educational ones. More expensive pocket electronic games can even generate crossword puzzles on their own.

Equipment involved for game model: Interactive educational toys Electronic games Interactive entertainment toys Computers

METHODOLOGICAL MODEL (Mm)

The most important role in organizing the educational process is played by the methodological model of using ICT, which is being formed literally today. The methodological model includes the following parts: methodological video lessons; didactic audio books; webinar system; remote seminars and lectures; electronic pedagogical media and methodological Internet resources.

Methodological video lessons are a large but disparate collection of lessons from teachers created for different purposes. Among the purposes are: advertising, memorial, and also directly methodological. So far, methodological video lessons have not become part of the methodological support of the educational system and are used sporadically.

Didactic audio books. This resource also has several years of history. Some methodological developments, in particular the complex program “Childhood”, were read for use in audio mode. This experience is one of the first, although the number of audio books is growing rapidly, there is still no method for using this resource.

Webinars became widespread quickly and widely, forming a kind of community of people who quickly mastered this type of advanced training. The most authoritative center for organizing such seminars was the Moscow Center for Financial and Economic Development (MCFED) (www.menobr.ru).

Distance seminars and lectures are a more traditional way of learning using ICT compared to the previous one.

Electronic pedagogical media. Today, virtually all publications (out of 235 pedagogical publications of various kinds registered with the Federal Agency for Press and Information) have their own website. But barely 10 percent of them have an electronic version. The materials they present are also an excellent methodological base.

Equipment involved for the methodological model TV

Computer with peripherals: speaker system Webcam Internet Player Radio, etc.

PREPARATION MODEL (Pm)

Another possibility for using ICT in the educational activities of preschool teachers, which is more widely used, is the electronic type of materials for preparing assignments for independent work preschoolers. It is known that printed notebooks, so beloved by children, parents and teachers, often contain errors, sometimes quite serious ones. It is also known that often educators, having found good book with exercises and tasks for children, they ask parents to make copies. Using a conventional scanner and printer and basic skills in any graphic editor allows you to solve these problems. The teacher can, at almost any time, select exactly those tasks that correspond to the topic and objectives of the lesson, arrange them in the desired sequence, adjust something in their content, design, correct errors, print the right quantity and save in electronic form to return to them if necessary.

The preparatory model allows you to: produce the necessary teaching aids, produce handouts, produce subject and plot pictures,

make masks, medallions for outdoor games,

make attributes for theatrical activities and much more.

Equipment involved for the preparatory model Computer with peripherals: publishing system Scanner Booklet

Graphics programs

DIAGNOSTIC MODEL (Dm)

Carrying out diagnostics is accompanied by filling out a large number of papers and tables, which are often suitable only for demonstration to the inspector as evidence that “the great job”, and, in essence, there is an imitation of the benefits of such work for the child.

To solve the identified problems, diagnostic services, councils, and creative groups have been organized in a number of preschool educational institutions; pedagogical diagnostics are included in the annual and calendar plans of the preschool institution and teachers; Relevant documentation is maintained (there are diagnostic programs and conclusions based on the results of pedagogical diagnostics). There are more such preschool educational institutions every year, and yet at present they are rather the exception than the rule.

At the same time, according to the adopted FGT, constant monitoring is required. For this purpose, ICT is a much needed tool.

There are various methods examinations and diagnostics, starting with physiological data on the child, which can be measured by hardware and recorded in a computer database, and ending with specially developed diagnostic programs different types activities.

Equipment involved for the diagnostic model Computer Devices for diagnosing physiological parameters:

electronic scales etc.

INFORMATION MODEL (Inf-m)

An information model is a colossal volume of reference literature, blogs, drawings, game and educational programs that are stored on the Internet

Equipment involved for information model Computer and Internet

COMMUNICATION MODEL (Km)

The communication model is a way of professional communication using ICT with specialists in the professional field.

Equipment involved for the communication model Computer and Internet

- Problem Solving: Every educator should know how to resolve problems that arise with technology tools.

Educators should know that if the computer begins to behave in some way, the easiest way to solve this problem is to turn it off and then on again. Sometimes you should check peripheral equipment; it may not be tightly connected in the connectors. Sometimes you need to reformat the disks or check to see if the floppy disk is left in the computer when it is turned off. Teachers should know these and other

problems arising when using computers. Before their eyes there should be a table that correlates the essence of the problem with the algorithm for solving it.

- Technical assistance: every teacher should know where to turn for technical assistance.

Sometimes technical problems arise that go beyond the level of competence of teachers. Teachers who use information and computer technologies in their work must establish good working relationships with technical staff and know how to quickly involve them in solving emerging problems. As a last resort, in a visible place, next to computer desk There should be a computer emergency phone number.

- Web resources: every teacher should know what resources are available on the Internet related to his professional activities and areas of interest.

The Internet is a wonderful source for improving the qualifications of a teacher. And this source is becoming richer. Teachers should know what Internet resources they can turn to to improve their professional level. For this purpose, you can hold a special seminar for kindergarten teachers, introduce them to educational sites (All-Russian Internet Pedagogical Council - http://pedsovet.org/mtree/task, Computer Science and ICT in Education - http://www.rusedu.info , Information technologies in education - http://www.itoedu.ru, Art

and Internet technologies - http://art.ioso.ru, etc.) and pedagogical Internet clubs (“Kindergarten of the present: 100 reserves” - http://www.pik100.ucoz.ru, All-Russian Pedagogical Council - http: //pedsovet.org/mtree/task, etc.).

- Ability to search on the Internet: every teacher should have good skills in searching for information on the Internet.

Searching the web is becoming a core skill for all computer users. Teachers today spend quite a lot of time online searching for various media resources and information that can be used in working with children. To do this, you need to learn how to work using reference words in search engines such as Yandex, Google, Rambler, etc.

- Interest and flexibility: every teacher should be open to new ways of working.

In order to improve their qualifications and improve their work, a teacher must constantly maintain an interest in new pedagogical technologies and scientific developments and be in a continuous search for ideas. One of the best ways obtaining ideas - participating in forums where teachers discuss current pedagogical problems with each other and share experiences in their professional activities. To communicate, you can go to the websites and forums of pedagogical journals, departments and administrations of education, etc.

Using these memos, the head and senior teacher of the preschool educational institution will be able to:

Increase the level of your professional culture;

Develop fruitful cooperation with teachers, parents and children;

Increase the level of functional literacy in the field of information technology;

Gain the opportunity for self-realization and self-affirmation;

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