Review of an ic game with environmental content. The use of information and communication technologies in environmental education of junior schoolchildren

Use of information and communication technologies inenvironmental educationpreschool children

The relevance of the topic being raised lies in the fact that environmental education and education of preschool children is an extremely pressing problem of the present time.The preschool period is the initial link in the system of continuous environmental education. It is during this period that they are laidthe fundamental principles of ecological thinking, consciousness, the initial elements of ecological culture.The child begins to distinguish himself from the environment, develops an emotional and value-based attitude towards the environment, and forms the foundations of the moral and ecological positions of the individual, which are manifested in interaction with nature, as well as his behavior in nature. It is thanks to thisthere is an opportunity to develop environmental knowledge in children, norms and rules for interacting with nature, developing empathy for it, and being active in solving some environmental problems.

There is a need to find the most effective ways of environmental education for preschool children. It is known that the use of various unconventional methods and techniques supports children’s cognitive activity, prevents fatigue, and improves the quality of teaching work in general.

Modern informatization of the educational space includes equipping with technology that allows the full implementation of developing computer technologies for raising and teaching children. The use of information and communication technologies opens up completely new opportunities for teachersfor the widespread introduction of new methodological developments into pedagogical practice, they make it possible to modernize the educational process, increase its efficiency, motivate children to search activities, differentiate learning taking into account individual characteristics children, constantly support the teacher in a state of creative search.

One of the components of information and communication technologies are computer and multimedia technologies, which help make educational activities more visual and dynamic, attract passive children to active activities, intensify cognitive interest, intensify thought processes, etc.

I will use multimedia technologies in the form of computer presentations, slide films,multimedia photo albums, interactive games etc.

The problem of developing and using visual aids for carrying out activities onenvironmental education for preschoolers is still relevant today.Captivating information and extensive visual material are required.It is known that preschool children have better developed involuntary attention, which becomes especially concentrated when it is interesting, the material being studied is clear, bright, and evokes positive emotions in the preschooler. Even K. D. Ushinsky noted: “Children’s nature requires clarity.” The clarity of the material increases its assimilation, since all channels of perception of children are involved - visual, auditory, emotional, etc.Multimedia technologies help to solve this problem to a greater extent,applying the principle of clarityenvironmental content.

Multimedia presentations are of particular importance in the environmental education of preschoolers.Multimedia presentations are convenient and effective way presenting information using programs and an interactive whiteboard.Multimedia presentations are educational slides containing bright pictures, illustrations, as well as small video stories that help teach children about the world around them; they combine dynamics, sound, colorful image , which significantly improves the perception of information. In addition, they allow you to simulate various situations from the environment that are impossible or difficult to see in everyday life, for example:fall to the bottom of the ocean or sea, to the solar planet,see the transformation of a pupa into a butterfly And other images inaccessible to their perception.Make up visual riddles on various topics, introduce children to the seasons, animal homes, vegetables and fruits,plants, ecosystems. At the same time, information is provided not with a static, unvoiced picture, but with sound and animation, which significantly increases the efficiency of learning the material.

Multimedia presentations combine dynamics, sound and image - that is, those factors that can hold a child’s attention for a long time.The use of multimedia presentations in environmental education of preschoolers is advisable at any stage of learning new material, as well as at the stage of consolidating and repeating the previous one material.

An interactive whiteboard is a multifunctional device that allows you to use presentations, videos, and computer games with an environmental focus. This is very convenient equipment that allows you not only to demonstrate slides and videos, but also involves the active involvement of each child in the work.

Everyone knows that children in preschool aged live in a game, in a fairy tale. Play activity V preschool age is the leading activity.Ecological knowledge gained through emotional perception of the material becomes deeper.Therefore, wideapplication in pedagogical work is acquired by interactivegames - which can be included both in the content of educational activities and in the free activities of children. For example, to form ideas about phenomena in living and inanimate nature I use the following interactive games:

- interactive game"Seasons", which tells children about seasonal changes in nature;

- interactive environmental game“Fauna and Plants”, which will help consolidate children’s ideas about animals and plants, as well as the natural habitat;

- environmental game“What Is Missing” will help children remember the flora and fauna, etc.

In connection with the introduction of new information technologies in the educational process, the approach to excursions as the main techniques in the environmental education of preschool children has changed significantly. New types of excursions have emerged - virtual ones. A virtual tour gives you the opportunity to visit inaccessible places, offering a unique journey. A virtual tour, of course, will not replace a personal presence, but it will allow you to get a fairly complete impression of the new place. The components of this excursion can be video, sound files, animation (animation is a method of creating a series of photographs, drawings, colored spots, dolls or silhouettes in separate phases of movement, with the help of which, when they are shown on the screen, the impression of movement of a creature or object is created, as well as reproductions of paintings,nature images, portraits, photographs. During such excursions, the child is an active participant in various events. You can end such an excursion with a final conversation, during which, together with the children, we summarize, systematize what we saw and heard, highlight the most significant, and share our impressions. When preparing and planning a virtual excursion, as with any excursion, the teacher needs to select an object, find out its educational significance, determine the content, goals and objectives of the excursion. The topics of such excursions are varied: “Underwater world”, “Amazing space”, “Excursion to the natural world”, etc. The role of virtual excursions is great, since the child is an active participant in the events of this excursion.

Work with interactive technologies can be organized in different forms: individual form suggests independent decision the child’s tasks assigned to him; to solve problems in pairs, the pair form is used; when using a group form, children are divided into subgroups; if the task is performed by all participants at the same time, this form is called collective or frontal.

The use of ICT in education makes it possible to significantly enrich and increase the efficiency of the educational process. Allows you to display environmental information on the screen in game form, which arouses great interest among children, since the main activity of a preschooler is play. In an accessible form, vividly, figuratively present preschoolers with material on environmental education, which corresponds to the visual-figurative thinking of preschool children. Attract children's attention with movement, sound, animation, but do not overload the material with them. To promote the development of preschoolers' research abilities, cognitive activity, skills and talents. Thereby improving the quality of children’s knowledge and skills in environmental education.

It is undeniable that in modern education The computer does not solve all problems; it remains just a multifunctional technical teaching tool. Information technologies, in combination with properly selected (or designed) teaching technologies, create the necessary level of quality, variability, differentiation and individualization of training and education.

Systematic, purposeful activities in environmental education of preschool children using ICT open up new didactic opportunities related to the visualization of material, its “revitalization,” the ability to visualize those phenomena and processes that cannot be demonstrated in other ways. The actual quality of visibility and its content are improved.

Literature:

1. Gorvits Yu.M. New information technologies in preschool education [Text]: Textbook. - method, manual / Gorvits Yu.M. M, 1998 - 12 p.
2. Kalinina T.V. DOW management. "New information technologies in preschool childhood." M, Sphere, 2008
3. Komarova T.S. Information and communication technologies in preschool education

[Text]: Textbook. - method, manual / Komarova T.S. M, 2011.

1. Serebryakova T.A. Environmental education in preschool age. M., 2008.
2. Yakovlev A.I. Information and communication technologies in education. 2005

Knowledge of native nature is the source of first knowledge. In order for children to correctly perceive natural phenomena, it is necessary to guide the process of their perception of the world around them. Environmental education of preschool children influences comprehensive development personality and is the basis for the formation of a lifestyle. In the process of environmental education of preschoolers, a variety of methods are used: practical (games, puzzles, riddles, activities), visual (excursions, illustrations, posters, etc.), verbal (art reading, conversations). It is known that the use of a variety of non-traditional methods and techniques in teaching practice prevents children from getting tired, supports their cognitive activity, and increases the effectiveness of the teacher’s work as a whole. The visual method is the leading one, since in environmental education A preschooler needs exciting information and extensive visual material. Information and communication technologies come to the rescue.

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The use of ICT in environmental education of preschool children

A child is brought up by various accidents that surround him. Pedagogy must give direction to these contingencies. V. F. Odoevsky

The goal is to develop the cognitive abilities of preschool children using ICT in environmental education

Objectives 1. Formation of an integral system of knowledge about nature; 2. Mastering labor skills and abilities with objects of living and inanimate nature; 3. Formation of positive experience of children’s communication with nature (ethical, aesthetic, cognitive, practical, creative).

Relevance In preschool age, it is important to nourish the child’s soul with kindness and cultivate such qualities as empathy, attentiveness, independence, activity and goodwill. Introducing a child to nature helps him to develop many positive qualities personality. Therefore, along with other program objectives, I especially emphasize environmental education for children. I am sure that if a preschool child is provided with systematic, purposeful, methodically correctly organized activities using information and communication technologies of environmental content (as well as any other), then the level of curiosity and cognitive activity of children will be quite high. Therefore, we decided to diversify the forms of presenting the material using ICT.

Advantages of ICT extensive visual material; activation of involuntary attention attractiveness interest in activity figurative type of information movement, sound, animation stimulus of cognitive activity of children “success situation” possibility of individualization of learning modeling life situations that cannot be seen in everyday life - increases the quality of knowledge; - promotes the child in general development; - helps to overcome difficulties; - brings joy into a child’s life; - allows for training in the zone of proximal development; - creates favorable conditions for better mutual understanding between the teacher and students and their cooperation in the educational process.

ICT tools in kindergarten: ICT is a technology that allows you to search, process and assimilate information from various sources, including the Internet. Computer Multimedia projector VCR TV Tape recorder Photo Camera Video camera Computer programs: Microsoft Office PowerPoint; Microsoft Office Move Maker; Microsoft Office Publisher

Conditions Music center TV Laptop

Sound materials on a flash drive: “Voices and sounds of wild animals of Russia for children”; “Bird voices for children” - multimedia CDs “In the meadow” - music and sounds of wildlife “By the river” - music and sounds of wildlife “Who lives in the forest” “12 months” “Dinosaurs and others” Audio recordings of the voices of birds, mammals , noise of the forest, surf, rain, wind, etc.;

Screen materials Slides “Pets”; "Wild Animals"; "Birds of Russia"; “Seasons” “Living and inanimate nature” “Our planet Earth”, etc. slides, a series of individual frames devoted to a specific topic.

Multimedia presentations Presentation: “Wintering birds” “My Amur herbs” “Feed the birds” “Khabarovsk is my hometown” “Wild and domestic animals” and many others combine dynamics, sound, colorful images, help teach children about nature

Directions of work on environmental education using ICT

ICT Preparing and conducting classes Writing work program Work with parents (design of stands, memos, consultations) Selection of illustrative and didactic material Exchange of experience and best practices with other educators. In individual work B joint activities Motor activity, finger games

Media classes: use of a laptop, computer, interactive whiteboard, familiarization with the surrounding world, living and inanimate nature

Multimedia games Interactive games: “Solve the crossword and you will find out the name of this group of animals” “Wintering birds” “Eco Yeralash” “Spring has come” “Amur Aquarium” “Guess the bird”, etc. travel games, riddle games, educational games, quizzes, finger games.

Motor activity using ICT Outdoor games using a music center Children imitate the movements of birds, recognize them by voice Outdoor games: “Bullfinches” “Birds to the feeder” “Imagine animals”

GCD Artistic creativity (drawing) “Wintering birds” GCD Virtual excursions to museums

Work with parents on environmental education using ICT Computer programs: Microsoft Office PowerPoint; Microsoft Office Move Maker; Microsoft Office Publisher Stands Leaflets, booklets Leaflets, sliding folders, consultations, screens Project presentations Parent meetings“Ecology and the child”, etc. Parent meetings, presentations, slide shows

Slide show for parents at the presentation of the project “Help wintering birds” Memos for parents on how to help birds in winter Presentation of the project “Help wintering birds”

participation in the environmental education campaign “Help wintering birds” Interaction with society

Effectiveness Formation of an integral system of knowledge about nature Mastering labor skills and abilities with objects of living and inanimate nature; Formation of positive experience of children’s communication with nature (ethical, aesthetic, cognitive, practical, creative).

Conclusion Thus, we can conclude that if systematic, purposeful, properly organized environmental education activities are carried out using information and communication technologies, then children’s cognitive activity, curiosity and interest in nature and the surrounding world will be high. By working in this direction in our group, we have achieved the expected results and will continue to work to improve the environmental culture of preschoolers in all areas in the future.

Thank you for your attention

Organization: MBDOU No. 7

Locality: Murmansk region, Apatity

“Do your school work as far as

perhaps interesting for a child,

and don't turn this work

for fun - one of the most difficult

and the most important learning objectives"

K.D. Ushinsky

In accordance with the law “On Education in Russian Federation” and the Federal State Educational Standard, preschool education is one of the levels of general education. Therefore, informatization of kindergarten has become a necessary reality of modern society. In accordance with the Concept of introducing new information technologies into preschool education, the computer should become the core of developmental education in kindergarten subject environment. It is considered not as a separate teaching device, but as an all-pervasive universal information system capable of connecting with various areas of the educational process, enriching them and radically changing the developmental environment of the kindergarten as a whole.

The competent use of modern information technologies changes the traditional nature of the educational process in preschool educational institutions. The use of a computer in a preschool educational institution is possible and necessary; it helps to increase interest in learning, develops the child comprehensively, can significantly increase children’s motivation to learn, and recreate real objects or phenomena in color, movement and sound. This contributes to the widest development of their abilities and the activation of mental activity. The clarity of the material increases its assimilation, since all channels of perception of children are involved - visual, mechanical, auditory and emotional.

Today, the use of ICT allows:

Show information on the screen in a playful way, which arouses great interest in children, since this corresponds to the main activity of a preschooler - play.

Present the material in an accessible form, brightly, figuratively, which corresponds to the visual-figurative thinking of preschool children.

Attract children's attention with movement, sound, animation, but do not overload with knowledge.

To promote the development of preschoolers' research abilities, cognitive activity, skills and talents.

Having mastered working on a computer, I set myself the task of making it my assistant. I consider the priority direction of my work to be “Use of innovative technologies in environmental education of preschool children.”

I believe that to carry out environmental education activities for preschoolers, fascinating information and extensive visual material are needed. When working with preschoolers, I use specialized or adapted educational computer programs and creatively use the resources of the global Internet:

• Sound materials – these are recordings of the voices of birds, mammals, the noise of the forest, sea, rain, wind, etc.;
• Screen materials – a series of individual frames or slides dedicated to a specific topic. In their static nature, they resemble didactic pictures.
• Multimedia presentations - These are educational materials that help teach children about the world around them. The presentation combines dynamics, sound, and colorful images, which significantly attracts the attention of preschoolers and improves the perception of information.
• Multimedia environmental games I include both in the content of classes and in free activities: games - travel, games - riddles, didactic games, quizzes, etc. I give preference to small games or games that involve completing a task.
• “Virtual excursions or trips” provide an opportunity to visit inaccessible places and make a unique trip. The role of virtual excursions is great, since the child can be an active participant in the events of this excursion. For example: “Excursion to Africa”, “To the North Pole”, “Excursion to the library”. Children take such excursions with great pleasure.
• Using an interactive whiteboard. My students and I like that interactive equipment allows us to draw with electronic markers, which additionally attracts attention to it and helps develop children’s memory, fine motor skills, thinking and speech, visual and auditory perception, verbal and logical thinking, etc. Developmental activities using it have become much brighter and more dynamic.
• Using an electronic character. Children at preschool age are very susceptible. And they are much more interested in situations when the dialogue on behalf of the hero is conducted with them not by the teacher, but by the hero of the situation himself. An electronic character, Ecoshka, comes to our ecology classes for children. He conducts a pre-recorded dialogue with the children, talks with them, asks riddles, etc. This technique helps to build motivation for activity, allows the child to feel needed, and instills confidence in their abilities.

I not only use material from the global Internet, but also develop classes myself using information and communication technologies. My multimedia collection contains a large number of presentations, such as: “Love and know your native land”, “My beloved city, my native city”, “Nature of the Kola North”, “Animal world of the Arctic”, “Khibiny Mountains”, “Lake Imandra" and others.

The use of ICT allowed me to make classes emotionally charged and attractive. And the inquisitive mind of my students experiences true pleasure in understanding surrounding phenomena and gaining knowledge. Children have become active, rather than passive, objects of pedagogical influence, they show keen interest, are interested and active, which contributes to good lesson performance.

The use of ICT in my practice is not limited to activities with children and includes work with parents.

I also conduct “Fairs of Parental Ideas”, “Parade of Family Collections”, the results of which are the collection and design of video materials, photographs taken by parents while walking, traveling with children, to create electronic presentations and slides.

I produce leaflets, booklets, folders, slides, and screens for the parents of my students, developed in Microsoft Office PowerPoint and Microsoft Office Publisher. The leaflets succinctly describe the rules of behavior in nature, call for winter feeding of feathered friends, protection of the “living” spruce tree, careful use of water, etc. I regularly produce thematic folders and screens with environmental content, such as “Walking with a child”, “Air in your apartment”, “The ABC of behavior in nature”, “Home ecology”, “Ecological boomerang”, “Home ecology”, which are aimed at increasing the environmental consciousness of adults and cultivating a reverent attitude towards nature in children in a family environment.

Parents show great interest in information about parent's corner. To help parents, an information stand with environmental content is set up, where articles, poems, riddles, signs, word games for learning and practicing with children at home. The focus remains on the pages about environmental events taking place in our institution, recommendations on healthy image life. Information in the parent corner, developed and presented using ICT, allows us not only to attract the attention of parents, but also to encourage them to communicate.

Based on the results of my work, I have identified for myself a number of advantages of using computer technologies in working with preschoolers:

1. Presenting information on a computer screen in a playful way arouses great interest among children.
2. The computer carries a figurative type of information that is understandable to preschoolers, taking into account the visual-figurative thinking of preschool children.
3. Visual material used in presentations and slide shows allows the teacher to build a logical, scientific explanation in the classroom. In this case, three types of children’s memory are included: visual, auditory, motor.
4. The presentation makes it possible to consider complex material step by step, to address not only the current material, but also to repeat the current topic. You can also go into more detail on issues that cause difficulties.
5. Movement, sound, and animation attract the child’s attention for a long time and help increase children’s interest in the material being studied.
6. Using various kinds of slide shows allows you to show children those moments from the world around them that are difficult to directly observe. The purpose of diagrams and models is to visually represent processes in inanimate nature, such as the properties of water, soil, etc.

One way or another, the use of ICT has found its niche in my teaching practice. And if someone asks me: “Is a computer needed in kindergarten?”, I will answer with full responsibility: “Yes. It’s simply necessary!”

Literature:

1. Information and communication technologies in preschool education Komarova T.S., Komarova I.I., Tulikov A.V., Mozaika-Sintez M., 2011.
2. New information technologies in preschool education. Gorvits Yu.M., Chainova L.D., Poddyakov N.N., et al. M.: Linka-press, 1988.
3. Raising a successful child in the computer age. Fomicheva O.S. M.: Gelios ARV, 2000.
4. "Exercises for the health of children 6-7 years old." Karalashvili E., Preschool education.
5. Revnivtseva R. M. Information and communication technologies in preschool educational institutions [Text] // Pedagogy: traditions and innovations: materials of the II international. scientific conf. (Chelyabinsk, October 2012). - Chelyabinsk: Two Komsomol members, 2012. - P. 67-69.

ICT in environmental education of older preschoolers.
“An educated person is one who knows where to find what he doesn’t know.”
Georg Simmel
The education system makes new demands on the upbringing and education of the younger generation, the introduction of new approaches that should contribute not to replacing traditional methods, but to expanding their capabilities. Innovative technologies significantly expand the capabilities of teachers.
At preschool age, the foundation of specific ideas and knowledge about nature is laid. In our work on environmental education, we use various forms of work. Such as:
- direct educational activities
- excursions
- practical activities in nature
- environmental actions
- environmental projects
- holding environmental Olympiads and quizzes
- production of environmental posters and newspapers by children and parents
- “Young Ecologist” circle
- ecological trail.
One of the most effective forms of working with preschoolers is the use of computer technology and multimedia presentations. Often there is not enough information and visual material to conduct GCD on ecology. The computer comes to the rescue. The goal of this work is the use of information and computer technologies in the educational process, which helps to improve the quality and availability of information material and increase the effectiveness of education.

The tasks that a teacher faces in the educational process are:
- ensure high quality educational work to familiarize children with nature based on the use of innovative
technology;
- provide scientific, methodological, material and technical support for work on ecology in the activities of teachers;
- make parents active participants in environmental work in preschool educational institutions.
The experience of our pedagogical activities shows that in a kindergarten it is possible, necessary and advisable to use ICT in various types educational activities with children.
With proper use of technical means and proper organization of the educational process, ICT for preschoolers can be widely used in practice without risk to children’s health.

Let's look at the benefits of using
interactive materials.
These materials:
attract passive listeners to active activities;
make educational activities more visual and intensive;
activate cognitive interest, thought processes (analysis, synthesis, comparison, etc.)
implement student-centered and differentiated approaches to learning;
the use of multimedia presentations provides visibility that promotes perception and better memorization material.
the use of new methods of explanation and reinforcement, especially in a playful form, increases children’s involuntary attention.
discipline the teacher himself and shape his interest in work.
The development of technology with the inclusion of ICT is based on complex (integrated) activities (leisure). The technology is being developed in any educational field (music, fiction, cognition).

Directly educational activities in kindergarten has its own specifics. It should be emotional, bright, involving a large amount of illustrative material, using sound and video recordings. All this can be provided to us by computer technology with its multimedia capabilities.
To use computer technology in working with preschoolers, it is necessary to create an information database: independent search, exchange of experience, use of encyclopedias and developmental didactic games. Multimedia presentations contain a figurative type of information that is understandable to preschoolers. By applying the principle of clarity, which helps to activate involuntary attention, it becomes possible to convey information in a form accessible to the child.

Requirements for a teacher
working with ICT
master the basics of computer operation.
have skills in working with multimedia programs.
master the basics of working on the Internet.
create your own educational resources.
Like any activity, classes with ICT require time, proper use, patience and attention from teachers.
Conclusion
Information technologies are firmly entrenched in our lives, preschool institutions no exception. Increasingly, teachers are using ICT in classes in kindergartens, which makes it easier for children to learn the material.

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