MBDOU BGO CRR KINDERGARTEN No. 18.

Speech to the pedagogical council.

Topic: "The use of modern information communication technologies in the development of speech of older children preschool age.

Performed:

educator

preschool group

Parshikova E.A.

Borisoglebsk

To solve the problems of developing the speech of preschoolers, the teacher needs to use in practice a variety of forms, techniques, methods and means of teaching, as well as apply modern educational technologies, including informational and digital educational resources which help to effectively carry out educational and educational work with preschoolers.

With children, I use ICT in the process of OOD for the development of speech as a modern visual material.

OOD using ICT can be:

Frontal;

individual;

Group .

The need to improve the quality of visual material is the most compelling reason to think about the use of computer technology. Since ICT has a number of advantages.

ICTs have a number of advantages:

Practice shows that the presentation of information on a computer screen in a playful way is of great interest to children;

Information technology provides a person-centered approach;

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

ICT carries a figurative type of information that is understandable to preschoolers;

Movement, sound, animation attracts the attention of the child for a long time;

Problematic tasks, encouragement of the child with their correct solution by the computer itself are a stimulus for the cognitive activity of children;

The child himself regulates the pace and number of solved game learning tasks;

In the process of their activities at the computer, the preschooler gains self-confidence, his self-esteem increases.

In the case of the use of ICT, the following set of requirements must be met:

When using a computer in classes with children aged 5–7 years, it is necessary to conduct no more than one such lesson during the day. It is possible to use them no more than three times a week on days of greater efficiency: on Tuesday, Wednesday and Thursday.

After completing the lesson with the children, gymnastics for the eyes is carried out.

The duration of continuous work at the computer in developing classes in the form of a game: for children 5 years old should not exceed 10 minutes, and for children 6-7 years old 15 minutes.

The position of the video monitor screen should correspond to eye level or be slightly lower, but not closer than 50 cm.

A child who wears glasses must work at the computer with them on.

A teacher must be present at the lessons of children with a computer.

In our group, a bank of computer didactic and teaching materials on the use of ICT for the work of a teacher in the development of children's speech in the following areas:

1. Education sound culture speech.

2. Formation of the lexical and grammatical means of the language: the formation of the morphological side of speech (changing words by gender, number, case), word formation and syntax methods (mastering different types of phrases and sentences), vocabulary development.

3. Development of coherent speech (dialogical and monologue speech).

4. Preparing children for literacy.

Let us give examples of the use of ICT in each area of ​​work.

Experience of using ICT in the development of children's speech.

1. Work on ZKR I start with the perception of non-speech sounds, audio technology helps to recreate the necessary auditory associations, for example: “water is dripping”, “the clock is ticking”, “the hammer is knocking”, etc. For the development of diction, correct pronunciation I use tongue twisters, presented in the form of mnemonic tables.

2. To activate and enrich the dictionary, I use the electronic version of the “Opposites” pictures, this game teaches the child not to confuse opposite concepts (antonyms). The interactive game "Tanya's Journey" allows you to form the ability to name the actions of heroes, increases the verb vocabulary. To practice the use of prepositions in independent speech used interactive game"Where is the bird?" Special attention deserves games aimed at the formation grammatical representations- Skills of inflection and word formation. An example of such games are the games “Name it affectionately”, “One-many” on lexical topics: “Trees”, “Mushrooms”, “Wild and Domestic Animals”, “Pets”, “Wintering and migratory birds”, “Vegetables and fruits”, “Flowers and berries”.

3. Development of coherent speech.

When compiling descriptive stories I use reference pictures in the form of presentation slides. When learning to compose stories, when retelling fiction, when memorizing poems, I use the electronic version of mnemonic tables.

It is very convenient to use the electronic version, as plot pictures, and reproductions of paintings by famous artists to compose stories.

4. To master the elements of literacy we use the electronic version of E.V. Kolesnikova "Development of sound-letter analysis in children aged 5-6", as well as an interactive simulator "Learning vowel sounds and letters (sounds [a] [y] [o])", "Collect a word by syllables", "Sound" , which includes such games as "Find words with a given sound", "Hard-soft", "Measure the word", "Caterpillar", "Pick up the words".

These games help to train children in choosing words with a given sound, develop the ability to differentiate consonant sounds into hard and soft ones, exercise in identifying the first and last sound in a word, develop the skills of sound analysis of words, differentiating sounds into vowels, hard and soft consonants.

We also use the electronic version of N.P. Kochugov “Sounds and Letters. Picture material for mastering the syllabic structure of the word.

Thus, the use of ICT allows you to conduct classes:

At a high scientific, cognitive, aesthetic and emotional level (photos, animation, music);

Provides visibility;

Allows you to use a large number of didactic material, in general, contributes to improving the quality of education in accordance with the requirements of the Federal State Educational Standard.

Bibliography:

1. Alekseeva M.M., Yashina B.I. Methods for the development of speech and teaching the native language of preschoolers: Proc. allowance for students. higher and Wednesdays, ped. textbook establishments. - 3rd ed., stereotype. - M.: Publishing Center "Academy", 2000. - 400 p.

2. Legacheva E. N., Kochelakova O. D. Speech development of older preschool children through the use of ICT technologies // Young scientist. - 2016. - No. 7. - S. 666-669.]

"Information and communication technologies as a means of developing the speech of preschoolers"

caregiver

At present, significant changes have taken place in the system of preschool education associated with the introduction of federal state requirements. The practice of work of preschool educational institutions indicates the need to expand the use of information and communication technologies (hereinafter referred to as ICT) in the organization educational process. Having studied the pedagogical literature and best practices, I had a question - is it effective to use ICT in the process of developing the speech of preschool children? This is how the theme of my experience was born: "Information and communication technologies as a means of developing the speech of preschoolers."

Domestic and foreign studies of the use of a computer in preschool educational institutions convincingly prove not only the possibility and expediency of these technologies, but also the special role of a computer in the development of the intellect and the personality of the child as a whole (studies by Elova, I. Pashelite, B. Hunter, and others). The importance and necessity of introducing ICT technologies in the learning process are noted by international experts in the World Report on Communication and Information 1999-2000, prepared by UNESCO and published at the end of the last millennium by the Business Press agency.


For me, as an educator, ICTs are useful forraises professional competence through the Internet (this is the search for information, the exchange of experience and distance learning). Maintaining an electronic portfolio, documentation. holding methodical work: consultations, seminars.

I use ICT in the process of joint communication activities with children as a modern visual material. He also noted: "Children's nature requires visibility." But problems often arise. Where can I find the material I need and how best to demonstrate it? available in kindergarten visual material is outdated. And the acquisition of a new one requires considerable material costs. Do-it-yourself making requires abilities, and does not always correspond necessary requirements to visibility. The need to improve the quality of visual material is the most compelling reason to think about the use of computer technology. These technologies are of great interest to me and are an additional set of opportunities in the development of pupils' speech. In search of new ways and methods of organizing communicative activity, I turned to the standard Microsoft Office tools, namely, to the PowerPoint program.

Improving the educational process with the help of ICT in working with children determines the relevance of this problem. The main idea of ​​my teaching experience is the harmonious combination of modern technologies with traditional methods of developing a child's speech.The implementation that I see through the solution of the following tasks:

explore regulations, psychological and pedagogical literature on the use of ICT in work with preschoolers;

to substantiate the forms and methods of work when using ICT in communicative activities with children;

use ICT tools to interact with parents on the development of children's speech;

create a bank of computer didactic and methodological materials on the use of ICT in the work of an educator.

Designing educational activities with children using ICT requires adherence to certain didactic principles, which I am filling with new content today.

Activity principle child in the learning process has been and remains one of the main ones in didactics. Using ICT, I encourage cognitive activity children, thereby increasing interest in classes due to the novelty, realism and dynamism of the image, the use of animation effects.

Guided the principle of scientificity, pedagogical expediency I pursue one goal - to help children acquire real knowledge that correctly reflects reality. ICT gives me the opportunity to present in a multimedia form realistic, not distorted information materials (reproductions of paintings, photographs, video clips, sound recordings). I think you will agree with me that various games and presentations in open access on the Internet do not always correspond in their content to these principles. Therefore, I try to be especially careful when choosing material.

Realizing 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, their age characteristics.


The principle of systematic and consistent learning lies in the fact that the assimilation of educational material goes in a certain order, system. I create and select multimedia presentations in accordance with a comprehensive thematic plan.

The principle of visibility. It is preschoolers, with their visual-figurative thinking, who understand only what can be simultaneously considered, heard, acted upon or evaluated the action of an object. In this regard, I use multimedia presentations in my work - this is a program that can contain text materials, photographs, drawings, slide shows, sound design and narration, video clips and animation, three-dimensional graphics. The use of presentation tools allows me to bring the effect of visibility into the classroom and helps children learn the material faster and in full.

Educational activities using ICT are complex, as I combine traditional and computer-based learning tools, as well as the integration of educational areas.

I believe that the use of multimedia presentations in my work prevents children from fatigue, supports their cognitive activity, and increases the efficiency of my work in general. Their use in speech development classes is interesting for children and, importantly, for myself. The screen attracts attention, which we sometimes cannot achieve in group work with children.

Starting work on this topic, I expect to achieve the following results:

1. Pupils' ideas about the world around them will expand, vocabulary will be enriched.

2. Children will express their thoughts more logically and consistently, understand the meanings of words more deeply.

3. The ability to convey your impressions of what you listened to will be formed. musical composition, from a scanned picture or illustration.

4. Children will use the artistic merits of their native language in speech, and at the end of the training they will show a desire to create them on their own.

5. The use of these techniques will gradually lead the child to the individual composition of poems, riddles, fairy tales.

6. In this approach, the envisaged interconnection of group and subgroup, joint and individual forms of organizing work with children will justify itself.

Working on this topic, I created a bank of multimedia presentations in the following areas of work: the formation of pronunciation; development of phonemic perception, mastering the elements of literacy; for the development and enrichment of the dictionary, the formation of lexical and grammatical means of the language; development of coherent speech; development of the articulatory apparatus, speech breathing; health-saving technologies.

development work phonemic hearing for preschoolers, I started with the development of the perception of non-speech sounds, for this, in accordance with the complex thematic plan, I selected presentations: “Gifts from Santa Claus”, “Sounds of the house”, “Tools”, etc. They not only demonstrate some phenomena or objects, but they also recreate the necessary auditory associations, for example, such as: “water is dripping”, “the door creaks”, “the hammer is knocking”.

Especially necessary, in my opinion, are presentations for the development and enrichment of the dictionary, the formation of lexical and grammatical means of the language of the development of the dictionary, the formation of word formation skills. This is how presentations on lexical topics appeared: “Children's clothes”, “Hats”, “Dishes”, “Furniture”, “Everything has its place”, “Professions”, which introduce children to objects and their purpose. By lexical topic: "Professions" together with parents, we created a presentation to help each child write a story about their parent's profession. This form of work was shown at the parent meeting.

For the formation of pronunciation, development articulation apparatus, speech breathing, familiarizing children with ready-made artistic samples of their native language, I used the technique of learning tongue twisters in a playful way.

I developed multimedia presentations "Patters from Egorka". The material is offered to children in an accessible (playful) form, it is a system and is well absorbed. Bright, three-dimensional pictures, arranged in sequence according to the text, attract the attention of children and help to easily and quickly remember the content of the tongue twister.

The work done expanded the children's ideas about the artistic means of the language, enriched the vocabulary, allowed a smooth transition to the next step towards the formation of creative storytelling skills.

To develop the ability to correlate figurative turns of speech with the subject, I used the method of guessing and composing riddles using pictures.

I developed multimedia presentations "Vegetables", "Fruits". game form which arouses children's interest in the task, promotes orientation in the environment, the use of words related to different parts of speech. Pupils began to actively use antonyms, learned and memorized many riddles, learned to understand and correlate what is depicted in the pictures with the content of the text. The first steps were taken to compose their own riddles.

To teach children to keep up a conversation, speak out proactively, ask questions, generalize my knowledge and ideas about the environment in speech, I use the technique “Guessing riddles using the yes-no game”. If the riddle is guessed correctly, then a guessing picture appears on the screen.

The multimedia image turned out to be very effective, attracted the attention of children, contributed to the creation of a positive atmosphere, the manifestation of initiative during the game. Children gained experience in the correct construction of questions, improving the accuracy and expressiveness of speech, activating and enriching the vocabulary in the process of guessing riddles.

In my work on the development of coherent speech, improvement of the sentence structure, formation of the ability to accurately express my thoughts, speak out and reason in the form of a short text-description or narration, I use colorful multimedia presentations based on the stories of Suteev, L. Bondarenko, A. Dementiev.

Colorful pictures on humorous topics on the screen activated the children's desire for improvisation, as a result of which the children learned how to compose short plot stories based on a visually presented situation. Sentences of different structures began to be used in speech.

Drawing up descriptive stories based on subject, plot, landscape paintings and still life, presented in a large format, allows students to consider piece of art more clearly, teaches children to correctly understand the content, accurately convey the plot, independently and appropriately use language tools. For this, I have selected the works of Russian classic artists according to the seasons and fairy tales. The collected multimedia material is widely used by kindergarten colleagues.

Realizing how important it is to teach children not only to see what is shown in the picture, but also to imagine previous and subsequent events, I use the essay small fairy tales based on postcards with various subjects, but I do it in a multimedia form that is interesting for modern children.

On the eve of the New Year holiday, while looking at greeting cards, the children were asked to come up with a fairy tale based on them. The first stories appeared as a response to the perceived picture. Some children got short stories in which I started the sentence, and they finished. For others, the fairy tale turned out almost without my participation.

Similar work was carried out on topics according to a comprehensive thematic plan: domestic and wild animals, mothers and their cubs, winter entertainment, Marine life etc.

Thus, the children gained experience in composing fairy tales-improvisations. Plots that were embodied in the game of dramatization.

The development of coherent speech is very effectively carried out through such a form of work as compiling stories from personal experience. Pupils enjoy making short stories based on family photos. From the collected photographic materials, a presentation "Our Summer" was made.

In order to prevent visual fatigue of children after watching presentations, I suggest that children perform a set of exercises for the eyes. For greater attractiveness, I spend them in a playful way.

The use of electronic physical exercises for the eyes relieves visual fatigue and improves mood.

Use of presentation plays important role in the psychological and pedagogical education of the parents of my pupils. At one of the meetings of the club "Caring parents" during a consultation on the importance of the role joint games in the development of the speech of preschoolers, the schemes-supports of composing riddles developed by me were presented. The importance of joint games with words and rhymes as a kind of experimentation and a condition for the development of children's speech was accepted by parents, they were so interested in the proposed material that they were happy to compose riddles with the children according to the proposed schemes. Family riddle schemes were included in the multimedia and printed collection "Riddles from Gnomes", which was presented to the teaching staff of the kindergarten and entered the methodical piggy bank.

At one of the meetings of the Caring Parents club, as one of the forms of joint activity, after watching part of the cartoon, parents were asked to come up with their own ending to an unfinished story together with their child. All fairy tales turned out to be individual, with an unexpected plot. The works were published in the collection "Our Fairy Tales", according to some, a puppet show was prepared as part of the week of theatrical activities.

Next academic year Of course, I will continue to work in this direction according to the author's methodology of the honored teacher of the Russian Federation "The game-journey" To visit me. My pupils will be a year older, and I am sure that they will be carried away by the bright and colorful journey that will open before them on the screen.

The effectiveness of the use of information and communication technologies in the development of the speech of preschoolers is proved by the results obtained over the past 2 years.

font-size:14.0pt;line-height:150%"> Observing my pupils, I can say with confidence that the knowledge gained in kindergarten, will help them to be successful in school, and clean, correct speech will give them confidence.

The accumulated experience in working with ICT allows us to conclude that the use of ICT in communicative activities can improve the efficiency of work on the development of speech, optimize the educational process, individualize the education of children with speech disorders, and also forms the success of children, increases motivation, and significantly reduces the time for mastering the material.

Summing up, I will try to justifybasic provisions.

The use of ICT enhances:

· positive motivation for learning;

· activates the cognitive activity of children;

·

The use of ICT allows for educational activities at a high aesthetic and emotional level (photos, animation, music); provide visibility; attract a large amount of didactic material; contributes to improving the quality of education.

Speaking about the future, I plan to master other computer programs. "PervoLogo" is an open creative environment, a "computer album", designed specifically for preschoolers, which allows you to fully implement the use of modern information and communication technologies in the framework of literacy classes and the development of speech, communication skills and creative abilities of children.

With the advent of the interactive whiteboard, I will have the opportunity to more “densely” use some specific interactive features by creating presentations in the environment of special software included in the interactive whiteboard kit.

List of used literature.

Regulatory documents:

1. Law Russian Federation dated 01.01.01 No. 000 "On Education".

2. Model regulation on a preschool educational institution, approved by Decree of the Government of the Russian Federation of 01.01.01 No. 000.

3. Order of the Ministry of Education and Science of the Russian Federation of 01.01.01 No. 000 "On the approval and implementation of the Federal state requirements for the structure of the basic general educational program of preschool education."

4. Order of the Ministry of Education and Science of the Russian Federation dated July 20, 2011 No. 000 "On approval of federal state requirements for the conditions for the implementation of the main general educational program of preschool education"

5. Federal Law of 01.01.2001 "On the Protection of Children from Information Harmful to Their Health and Development".

Methodical literature:

1. Antoshin work on the computer. Moscow: Iriss-press, 2008.

2. , Poddyakov information Technology V preschool education. M.: LINKA-PRESS, 1998.

Journal "Management of preschool educational institutions". №6 2008

3. Ivanova ICT - competencies of teachers. Journal "Handbook of the senior educator preschool". №12 2009

4. Kovalko technologies: student and computer. M., 2007.

5. 33 games for the development of the verb vocabulary of preschoolers. S.-P.: Karo, 2005.

6. Arushanova and verbal communication of preschoolers. Formation of the grammatical structure of speech. M., 2005.

Internet resources:

1.www. iteach. en

2. http://www. solar. ee

3. http://www. detsat. en

4.http://sch1 38.***** /Infomatic/PowerPoint/L 1. htm

5. http:// http://www. *****

6. http://festival.1*****/articles

Organization: MDOU D / S No. 4 "Forget-Me-Not"

Location: Ulyanovsk region, Barysh

In modern conditions, with the widespread introduction of new information technologies, the problem of the development of the speech of a preschool child remains relevant. After all, it is on the level of development of speech abilities that the further mastery of knowledge and full development children. I think many will agree that modern parents they read little and reluctantly to their children, do not encourage them to dialogue speech, therefore the speech of children is not particularly expressive, children often allow agramatism in their speech, limited to monosyllabic answers. Due to the underdevelopment of speech, the poor vocabulary children often lose interest in speech development classes, there is no learning motivation. In such conditions, the use of computer technology comes to our aid as one of the sources of motivation. The possibilities of the computer are inexhaustible here. It allows you to immerse preschoolers in a certain game situation, to make the lesson more meaningful, interesting, attractive and truly modern.

Psychologists note that the child has practically no fear of technology, the computer is attractive to children like any new toy. Modern children sometimes turn out to be more labile and learn faster in the field of computer technology, so the need for the use of ICT in preschool education is obvious today.

Having started working on the topic “The use of ICT in the process of GCD for the speech development of preschoolers”, I put forward a hypothesis: the use of ICT in the process of GCD for the development of speech and the use of age-appropriate methods and techniques will contribute to solving problems speech development children, the accumulation and enrichment of their vocabulary, the development of coherent speech, the ability to describe what they saw, talk about the created image, thus, will give a teaching and developing effect.

Therefore, the purpose of my work in this direction is the development of all components oral speech preschool children through the use of modern information technologies.

Recognizing that computer presentations - new powerful tool for intellectual development children, their use for educational purposes with children was built taking into account health-saving technologies, based on the implementation of the following rules:

1. Clarify the state of health of the child with the nurse of the preschool educational institution, whether any of the children in the group has contraindications for working with infrared equipment.

2. Multimedia presentations should be short in time (3-5 minutes).

3. During the show, monitor the posture of the child.

4. After watching a multimedia presentation, conduct outdoor games and physical exercises.

Applying multimedia presentations in practice, I also rely on didactic principles:

1. The principle of activity: using ICT, I stimulate cognitive. The activity of children, thereby increasing interest in participating in GCD for the development of speech due to the novelty, realism and dynamism of the image, the use of minimized animation effects.

2. Guided by the principle of science, I pursue the goal of helping children acquire real knowledge that correctly reflects reality. ICT gives me the opportunity to present in a multimedia form realistic, not distorted information materials (reproductions of paintings, photographs, sound recordings).

3. Implementing the principle of accessibility, I select visual material, forms and methods of organizing educational activities in accordance with age characteristics children.

4. The principle of systematicity and consistency - the assimilation of educational material is in accordance with the long-term and calendar-thematic planning.

5. The principle of visibility, which is fully consistent with multimedia technology.

The forms of using presentations as a teaching tool are different, they are directly dependent on the form of organization of the pedagogical process for speech development. This is work with all children, subgroups and individually.

In my work on the development of speech using ICT, I use the following options:

1. Compilation of sentences from words according to the picture, according to the scheme, key words.

2. Drawing up a story based on a series of plot pictures.

3. For the development of phonemic hearing, the selection of pictures for a given sound.

4. Stories in a chain.

5. Games like: “What is missing”, “Show and name”, “What is missing”, “What is superfluous?”

6. Wide opportunities for multimedia presentations when reading works of fiction. Children really like the colorful depiction of the plots of their favorite works, and this stimulates their active listening

7. Use of physical culture minutes.

Within the framework of such classes, the prospect of using new methods and techniques that activate mental activity and creative imagination both visually and with the help of an auditory analyzer: a large number of illustrations contain musical fragments that increase the efficiency of children's assimilation of material that is presented visually, dynamically, spectacularly.

Systematic work on the use of integrated learning and information computer technologies allows children to be oriented towards self-development, to gain new knowledge.

Initially, most teachers were convinced that ICT can only be used occasionally, as a handy material, while the current understanding of the role of information technology is to facilitate the work of the educator, increase the efficiency of pupils, and form a strong interest in learning.

Organization Experience educational process using ICT in speech development classes contributes to high degree effectiveness for the development of all aspects of speech. This is a long, continuous work that prepares children for life in conditions of unlimited access to information.

Thus, the use of a computer in preschool education is possible and necessary, it contributes to an increase in interest in learning, the comprehensive development of preschoolers. Computer programs involve children in developmental activities, form culturally significant knowledge and skills.

Computer technology today is one of the effective ways knowledge transfer. This modern method develops interest in learning, fosters independence, develops intellectual activity, and allows you to develop in the spirit of modernity.

Bibliography:

1.Gabdulina Z.M. Development of computer skills in children 4-7 years old. Volgograd, 2010.

2. Komarova T.S. Information and communication technologies in preschool education. Moscow, 2011.

3. Sypchenko E.A. innovative pedagogical technologies. Method of projects in preschool educational institution. St. Petersburg: OOO "Publishing House" Childhood-Press ", 2013.

4. Atemskina Yu.V., Bogoslovets L.G. Modern pedagogical technologies in preschool educational institutions. St. Petersburg: LLC "Publishing House "Childhood-Press", 2012.

Anastasia Serdyagina
The use of ICT in the development of speech in preschoolers

The use of ICT in the development of speech in preschoolers

The process of informatization of our society is rapidly moving forward and this, of course, significantly changes the practice Everyday life. We, teachers preschool education must adapt to the new information age. Computers in our country are used in education for a very long time. Usage ICT is included in the system preschool education.

ICT means using a computer, Internet, TV, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication.

Usage ICT opens up unlimited possibilities for the educator.

In modern conditions, with the widespread introduction of new information technologies, the problem remains speech development of a preschool child. After all, it is from the level development his speech abilities depends on the further mastery of knowledge and full development. Many will agree that modern parents read little and reluctantly to their children, do not encourage them to dialogue. speeches, so the speech preschoolers is not very expressive, they often allow in their speech agrammatisms are limited to single-word answers. Because of underdevelopment of speech, poverty of vocabulary in pupils often loses interest in the classroom speech development there is no learning motivation. In such circumstances, we come to the rescue usage computer technology as one of the sources of motivation. The possibilities of the computer are inexhaustible here. It allows you to load preschoolers in a certain game situation, to make directly educational activity more meaningful, interesting, attractive and truly modern.

Exactly preschoolers, with their visual-figurative thinking, it is only clear that one can simultaneously consider, hear, act or evaluate the action of an object. In connection with this, I am in my work use multimedia presentations is a program that may contain text materials, photographs, drawings, slide shows, sound design and narration, video clips and animation, three-dimensional graphics.

Usage presentation tools allows me to bring the effect of visibility into the classroom and helps children learn the material faster and in full.

The use of ICT enhances:

1. Positive motivation for learning.

2. Activates cognitive activity children.

Usage ICT enables educational activity:

at a high aesthetic and emotional level (photos, animation, music);

provides visibility.

Let's look at a few examples of how we can use ICT in the development of speech of preschoolers.

Writing stories based on pictures.

This task can be completed with 3 ways:

1. 3-4 pictures are displayed on the screen, which are related story (1-start, 2-continue, 3-end).Children simply describe the events depicted in the pictures. In this case, each picture acts as another chapter.

2. Children are offered only one picture. The teacher asks question: What happened before? What can be after? After the utterance, it is proposed true story and all images are displayed on the screen.

3. The teacher shows pictures on the screen that follow each other not according to the plot, but in a confused sequence. Children should arrange these pictures in order, and then make up coherent story. This is the most difficult version of the work, assuming that the child has a developed logical thinking to a certain extent.

Sound culture speeches

Sound culture speeches is an integral part of speech culture. Children preschool age master it in the process of communicating with people around them.

The main directions of work on the education of ZKR are the education in children of a clean, clear pronunciation of sounds in words, correct pronunciation words according to the norms of orthoepy of the Russian language, the education of a clear pronunciation (diction, expressiveness of children's speeches.

A variety of video tutorials can become good helpers. You can memorize song lyrics to reinforce sound pronunciation.

Sound automation

Our speech is connected with the movements of the speech apparatus. With defects in sound pronunciation, a large place in the work is occupied by articulatory gymnastics, which is used both in the production of sounds and at the stage of automation of sounds. Subtle movements of the articulatory apparatus contribute to the improvement of movements and the formation of the correct child's speech.

Audio sessions can greatly enhance the effectiveness of individual and teamwork to automate a particular sound.

Experience in organizing the educational process with using ICT in speech development classes contributes to a high degree of efficiency for development of all aspects of speech. This is a long, continuous work that prepares children for life in conditions of unlimited access to information.

Thus, the use of a computer preschool learning is possible and necessary, it contributes to an increase in interest in learning, a comprehensive development of preschoolers. Computer programs involve children in developing activities form culturally significant knowledge and skills.

Computer technology today is one of the most effective ways of transferring knowledge. This modern way develops an interest in learning, fosters independence, develops intellectual activity, develop in the spirit of modernity.

Related publications:

The use of ICT in the cognitive development of children 4–7 years old State state-financed organization of the Amur Region State Budgetary Institution JSC "Tyndinsky social shelter for children" Report on the topic: "Use.

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"The use of ICT in the development of speech in preschoolers"

Mass media, especially electronic ones, actively penetrate the lives of children. Domestic and foreign studies of the use of a computer in preschool educational institutions convincingly prove not only the possibility and expediency of these technologies, but also the special role of a computer in the development of the intellect and the personality of the child as a whole (studies by S. L. Novoselova, I. Pashelite, G. P. Petka , B. Hunter and others).

In the conditions of a dynamically changing world, constant improvement and complication of technologies, informatization of the education sector is of fundamental importance. This direction of development of the educational industry, as emphasized in government documents, is recognized as a top national priority.

In modern conditions, with the widespread introduction of new information technologies, the problem of the development of the speech of a preschool child remains relevant. After all, it is on the level of development of his speech abilities that the further mastery of knowledge and full development depend. Many will agree that modern parents read little and reluctantly to their children, do not encourage them to dialogue speech, therefore the speech of preschoolers is not very expressive, they often allow agrammatisms in their speech, limited to monosyllabic answers. Due to the underdevelopment of speech, the poverty of the vocabulary, pupils often lose interest in classes for the development of speech, there is no learning motivation. In such conditions, the use of computer technology comes to our aid as one of the sources of motivation. The possibilities of the computer are inexhaustible here. It allows you to immerse preschoolers in a certain game situation, to make directly educational activities more meaningful, interesting, attractive and truly modern.

ICT is becoming the main tool that a person will use not only in professional activity but also in everyday life.

The main goal of introducing information technologies is to create a single information space educational institution, a system in which all participants in the educational process are involved and at the information level are connected: administration, teachers, pupils and their parents.

To implement this, trained teaching staff is needed, able to combine traditional teaching methods and modern information technologies.

The teacher should not only be able to use a computer and modern multimedia equipment, but also create their own educational resources, widely use them in their pedagogical activities.

Information technology is not only and not so much computers and their software. ICT refers to the use of a computer, the Internet, television, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication.

I use my skills in my work:

With kids

With parents

With colleagues

In methodical, experimental, innovative activity.

It is preschoolers, with their visual-figurative thinking, who understand only what can be simultaneously considered, heard, acted upon or evaluated the action of an object. In this regard, I use multimedia presentations in my work - this is a program that can contain text materials, photographs, drawings, slide shows, sound design and narration, video clips and animation, three-dimensional graphics.

The use of presentation tools allows me to bring the effect of visibility into the classroom and helps children learn the material faster and in full.

Educational activities using ICT are complex, as I combine traditional and computer-based learning tools, as well as the integration of educational areas.

I believe that the use of multimedia presentations in my work prevents children from fatigue, supports their cognitive activity, and increases the efficiency of my work in general. Their use in speech development classes is interesting for children and, importantly, for myself. The screen attracts attention, which we sometimes cannot achieve in group work with children.

The use of ICT in the development of speech of children at preschool age allows:

1. The pupils' ideas about the world around them are expanding, the vocabulary is enriched.

2. Children will express their thoughts more logically and consistently, understand the meaning of words more deeply.

3. The ability to convey one's impressions from a listened musical composition, from a viewed picture or illustration will be formed.

4. Children will use the artistic merits of their native language in speech, and at the end of the training they will show a desire to create them on their own.

5. The use of these techniques will gradually lead the child to show interest in poems, riddles, fairy tales.

6. In this approach, the envisaged interconnection of group and subgroup, joint and individual forms of organizing work with children will justify itself.

Relevance - the problem of speech formation in preschool children is relevant today. The formation of speech in preschoolers is an important and difficult task.

The successful solution of this problem is necessary both for preparing children for the upcoming schooling, and for comfortable communication with others. However, the development of speech in children in the present tense is actual problem, which is due to the importance of coherent speech for preschoolers.

The use of ICT enhances:

1. Positive motivation for learning.

2. Activates the cognitive activity of children.

The use of ICT allows for educational activities:

at a high aesthetic and emotional level (photos, animation, music);

provides visibility;

attracts a large amount of didactic material;

contributes to improving the quality of education.

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

This task can be completed in 3 ways:

1. 3-4 pictures are displayed on the screen, representing a connected story (1-beginning, 2-continuation, 3-end). Children simply describe the events depicted in the pictures. In this case, each picture acts as another chapter.

2. Children are offered only one picture. The teacher asks the question: What happened before? What can be after? After the statement, a true story is offered and all the pictures are displayed on the screen.

3. The teacher shows pictures on the screen that follow each other not according to the plot, but in a confused sequence. Children must arrange these pictures in order, and then make up a coherent story. This is the most difficult version of the work, assuming that the child has a developed logical thinking to a certain extent.

PMK on "Speech Development" A. Yu. Korkina is used in the work in the classroom for the development of speech and preparation for teaching literacy, at speech therapy classes and in corrective work with kids.

The program is multi-user, adapted for use with interactive whiteboard, is designed for the effective speech development of children from 3 years old through interactive features:

1. the use of the program contributes to the development of auditory perception in children;

2. the formation of skills in sound analysis and synthesis, the correct pronunciation of sounds, syllables, words;

3. the development of the ability to speak, independently build sentences;

4. The presence of several levels of complexity in each task allows for the individualization of training.

The program includes the following sections:

1. non-speech sounds: Acquaintance with the sounds of the objective world and the natural world.

2. onomatopoeia: Acquaintance with the sounds of the animal world.

3. speech sounds: Development of skills for recognizing and correctly pronouncing the sounds of the Russian language.

4. development of coherent speech: learning to build sentences (from phrases to text)

5. special "Interactive section", allows you to create your own tasks and didactic materials, make signatures and drawings on top of educational material, print.

Working with the program involves diverse forms of children's activities: speech, cognitive, practical.

This makes it possible to make the speech activity of children variable through the use of different types of classes, both directly for the development of speech (phonetic, connected speech, etc.), and for the development of cognitive research and practical activities.

My use of this PMC in speech development classes causes not only a wide positive response in children, but also contributes to the assimilation speech material at a high level.

The program “Getting Ready for School with Bunny the Know-It-All! » developed with active participation professional educators and child psychologists. In the process of creating the game, the wishes of parents, teachers and the children themselves were taken into account, which made it possible to achieve maximum efficiency in the use of the educational product. In addition to a computer disk with tasks, the products contain visual aids-cards with bright pictures, songs that help the child quickly consolidate the studied material. "Bunny-Know-It-All" instills in the child the skills of independent answers, contributes to the development of phonemic hearing, oral speech, and replenishes vocabulary.

Here you can find an illustrated dictionary for the development of the speech of older preschool children and story albums.

A resource addressed both to teachers who prepare children of senior preschool age for school, and to preschoolers themselves. It is mainly designed to increase the vocabulary of children; it can be used as didactic materials in teaching children to read.

The illustrated dictionary can provide the teacher with the following options:

    selection of illustrations for a given topic,

    selection of illustrations for words containing a specific letter at the beginning, in the middle or at the end of a word,

    viewing selected illustrations and downloading them to a personal computer.

Designed for the development of coherent speech of children.

Electronic albums provide the teacher with the following opportunities:

    selection of illustrations for download (for printing),

    view selection,

    typing and saving texts of stories compiled from pictures.

Electronic study guides Designed specifically for preschool children. They will help you learn the lettering and learn to read. These developments fully take into account the mental and cultural and social characteristics of children's comprehension of such a cultural phenomenon as a word and word composition.

Search engines The Internet provides teachers with the opportunity to find almost any material on early development and teaching and any photographs and illustrations for classes.

b) Use of a computer for record keeping.

A computer can provide an invaluable service to educators and "advanced" parents in compiling all kinds of action plans with the help of organizer programs, keeping an individual diary of a child, recording various data about him, test results, building schedules, in general.track the development of the child . This can be done manually, but the time costs are not comparable.

An important aspect of using a computer is maintaining a database.by books . Today, a very large number of books on the upbringing and development of children have appeared, many books reflect integrated approaches in teaching, others reflect the development of a certain quality, differentiating age categories, etc. It is difficult to navigate the literature without a database.

2. Direct teaching.

a) Use of developing computer programs

The capabilities of the computer make it possible to increase the amount offered for

familiarization of the material. A bright luminous screen attracts attention, makes it possible to switch children's audio perception to visual, animated characters arouse interest, as a result, tension is relieved.

But today, unfortunately, there is an insufficient number of good computer programs that are designed for children of this age.

American experts identify a number of requirements that developmental programs for children must meet:

    exploratory nature,

    ease for independent studies of the child,

    development of a wide range of skills and perceptions,

    high technical level,

    age match,

    entertainment.

Educational programs for this age group on the market can be classified as follows:

1. Games for the development of memory, imagination, thinking, etc.

2. "Talking" dictionaries foreign languages with good animation.

3. ART studios, the simplest graphic editors with libraries of drawings.

4. Games-travelling, "rpg".

5. The simplest programs for teaching reading, mathematics, etc.

For the development of preschoolers, you can use the series of programs "Fun Lessons", produced by the company "New Disc".

The use of such programs allows not only to enrich knowledge, to use a computer for a more complete acquaintance with objects and phenomena that are outside own experience child, but also enhance the child's creativity; the ability to operate with symbols on the monitor screen helps to optimize the transition from visual-figurative to abstract thinking; the use of creative and directing games creates additional motivation in the formation of educational activities; individual work with a computer increases the number of situations that the child can solve independently.

b) Use of multimedia presentations

Multimedia presentations make it possible to present educational and developmental material as a system of bright reference images filled with comprehensive structured information in an algorithmic manner. In this case, various channels of perception are involved, which makes it possible to store information not only in factographic, but also in associative form in the memory of children.

The purpose of such a presentation of developing and educational information is the formation of a system in childrenmental images. The presentation of material in the form of a multimedia presentation reduces the time of learning, frees up the resources of children's health.

The use of multimedia presentations in the classroom makes it possible to build an educational process based on psychologically correct modes of functioning of attention, memory, mental activity, humanization of the content of education and pedagogical interactions, reconstruction of the learning and development process from the standpoint of integrity.

3. Preserving the health of children when working with a computer.

Talking about children's computer use early age, raises the question of maintaining health and vision. It is reasonable to make time limits for studying with a PC, but involuntary attention in children of this age is very small (10-15 minutes), therefore, as a rule, children cannot stay at the computer for a long time. Fine developing child at this age, 70-80% of the time of being awake is moving, so for now the question of "sitting" at the computer is not relevant.

Conclusion

So, the use of information technology tools will make the process of learning and development of a young child quite simple and effective, free from routine self made will open up new opportunities for early education.

Literature

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