The first direction of the process of informatization of a preschool organization. On the informatization of the preschool education system in Russia

Informatization preschool education- This is a complex, multifaceted, resource-intensive process in which children, teachers, and the administration of the preschool educational institution participate.
Multimedia technologies have not yet found widespread use in preschool education, although they also have advantages over traditional classroom delivery. In preschool educational institutions, multimedia and ICT technologies can be used in the form of computer programs, slide films, presentations. One of the innovations in preschool educational institutions that appeared in Lately, is the use of computers in group work (additional education in preschool educational institutions). An example is the “Young Informatician” circle, operating at the MDOU d/s “Luchik” in Balashov since 2011.

Informatization of preschool education opens up new opportunities for teachers for widespread implementation in teaching practice new methodological developments. The use of information and communication technologies in kindergarten makes it possible to modernize the educational process, increase efficiency, motivate children to search activities, differentiate learning taking into account individual characteristics children.

Information and communication technologies (ICT) today have enormous potential for using them in educational process. The use of ICT is possible on various types directly educational activities regardless of the topic, form and content, as well as in different age groups. By using information technologies The teacher can show children the process in dynamics and virtually visit a certain area. This kind of work activates the children to be active and helps the teacher give the closest idea about the topic being studied.
In the process of organizing educational activities for preschoolers on computers, their memory and attention improve, since the computer transmits information in an attractive form for children, which not only speeds up the memorization of the content, but also makes it meaningful and long-lasting.
It should be noted that the use of new information technologies in kindergarten does not involve teaching children school basics informatics and computer technology, but the transformation of the child’s subject-developmental environment. Using the gaming capabilities of a computer in combination with didactic capabilities ( visual representation information, provision feedback between curriculum and the child, ample opportunities to encourage correct actions, individual style work) allows for a smoother transition to educational activities.
Meanwhile, when implementing ICT in the educational process of preschool educational institutions, a number of problems arise, the solution of which is the subject of research.
When introducing ICT, how “toys” stand up next questions: how much time a child spends at the computer, the influence of the game on mental and physical health, artificial “autization” and refusal of communicative relationships, the emergence of early computer addiction.
Upon implementation computer technology teaching in kindergartens there are difficulties of an economic nature: there are not enough funds for the technical equipment of premises, the creation local network within the institution, providing the necessary technical support, purchasing licensed software and application software.
Educators studying the use of computer environments to mathematical development(G.A. Repina, L.A. Paramonova) express the opinion that the use of computer environments in preschool educational institutions is a factor in preserving the mental health of children due to the possibility of solving the following tasks: the development of psychophysiological functions that ensure readiness for learning (fine motor skills, optical-spatial orientation, hand-eye coordination); enrichment of horizons; assistance in mastering a social role; formation educational motivation, development of personal components of cognitive activity (cognitive activity, independence, arbitrariness); formation of age-appropriate general intellectual skills (classification); organization favorable for the development of subject and social environment.
Thus, with proper use of technical means and proper organization of the educational process, computer programs for preschoolers can be widely used in practice without risk to children’s health.
Thus, information and communication technologies are firmly integrated into all spheres of human life. Accordingly, the preschool education system makes new demands on educational work, the introduction of new approaches that should contribute not to replacing traditional methods, but to expanding their capabilities.

FEDERAL AGENCY FOR EDUCATION

Federal State Educational Institution

higher professional education

"Krasnoyarsk State University them. V.P. Astafiev" faculty

COURSE WORK IN ICT

TOPIC: DOW INFORMATIZATION

KRASNOYARSK 2011

INTRODUCTION

Relevance. There is currently an active process informatization of preschool educational institutions, since our society is rapidly developing towards the transition to an information society, in which key role information resources play. An effective mechanism for improving the quality of education, upbringing, and management of preschool educational institutions is the introduction of modern information educational technologies, including the use of the latest electronic educational resources.

Informatization of preschool educational institutions is the process of providing preschool educational institutions with the methodology and practice of developing and optimally using modern ICT tools, focused on the implementation of psychological and pedagogical goals of training, education and their use in management activities.

Object of study: informatization of preschool educational institutions.

Subject of research: features of the development of informatization of preschool educational institutions.

Purpose of the study: to determine the need for the development of informatization of preschool educational institutions.

Hypothesis: it is assumed that informatization of preschool educational institutions can lead to an increase in the efficiency of the activities of educators and preschool educational institutions managers; to increase the effectiveness of upbringing and education.

Research objectives:

.Identify the possibilities of informatization of preschool educational institutions as a means of increasing the effectiveness of upbringing and education;

.Identify the possibilities of informatization of preschool educational institutions as a means of increasing the efficiency of the activities of educators and managers of preschool educational institutions;

.Identify problems of informatization of preschool educational institutions.

Research methods:

.analysis of theoretical sources on the research problem.

CHAPTER 1. BASICS OF INFORMATING DOW

1.1 The main goals and objectives of informatization of preschool educational institutions

If we describe the process of informatization of preschool educational institutions formally, then it can be represented as a sequence of transitions of an educational institution from one state to another. This transition, as a rule, requires special efforts from teachers, which must be organized in one way or another: these can be one-time events or an entire program of work.

Informatization of preschool education is the process of its development. To evaluate it, it is necessary to determine to what extent the new state of the preschool educational institution differs from its previous state.

· The process of informatization of preschool educational institutions is discrete in nature: educational institutions are, as it were, dragged from one state to another.

· Informatization of preschool educational institutions is developing unevenly along with educational institutions, where this process is just beginning, there is a preschool educational institution, where informatization has led to the cherished transformation in the educational process and in the management of preschool educational institutions. It can be assumed that in reality, all stable (available in today’s conditions) states of informatization of preschool educational institutions out of many possible ones are observed.

· In the space of informatization states, there are groups of states close to each other. Preschool educational institutions that are in these states solve the same (or similar) problems, face similar problems, and use similar methods for solving them.

· The degradation of educational institutions is socially prohibited. In the process of informatization, the preschool educational institution may remain in its previous state or move to a new one. In the new state, the results of its work should be no worse than in the previous one.

When developing an informatization program, preschool educational institutions employees strive to change the resources, conditions and rules of behavior of participants in the process in order to improve their “pedagogical quality” and thereby transfer the preschool educational institution to a new state.

The task of informatization of preschool educational institutions is still defined too one-sidedly: the problems of equipping with computer equipment and connecting to the Internet remain in the foreground, and the substantive side of using these tools is not given due attention.

Technical support, of course, is a necessary, but insufficient basis for the informatization process. Informatization of preschool educational institutions can fully form a unified information educational space only on the basis of the development of a clear concept that defines priority goals, determines the priority goals of informatization and the means of achieving them, taking into account the specifics of a particular preschool educational institution.

At the same time, the first goal assumes that the informatization of preschool educational institutions should lead to more effective implementation of social educational and educational orders.

The second goal involves the development of general skills in the use of information technology, both for educators and students, to improve the efficiency of their activities.

The third goal involves the development of preschool educational institutions management in modern conditions; development of information technology in professional activity educators

Improving the quality of training;

Information integration with higher management bodies of the external environment.

The process of informatization of preschool educational institutions is stage-by-stage (multi-level) in nature, its goals and objectives are to a large extent determined by the features of a specific stage of implementation. Thus, at the first stage, the main goal should be to involve all participants in the educational process in the process of informatization. It is advisable to rely on already widespread approaches to informatization of educational institutions, take into account the current situation in the field of informatization of a given preschool educational institution, information needs and degree psychological readiness to carry out informatization of participants in the educational process.

To date, two main approaches to informatization of preschool educational institutions have become widespread. The first is the informatization of a preschool educational institution as an enterprise: a preschool educational institution is considered as a multifunctional institution, a significant part of the work of which is based on the laws of the activities of an ordinary enterprise. In this case, first of all, financial and economic activities are automated: accounting, material and technical accounting, personnel accounting. This approach does not contribute to the creation of a full-fledged information educational space, and it is applicable only in those institutions where there is a basis for informatization of administrative and economic work (for example, they have their own accounting department).

The basis of another approach is the informatization of the educational process, where the formation of a single information space Preschool education is carried out through the informatization of pedagogical activities.

Creating a full-fledged unified information space of preschool educational institutions requires a combination different approaches to carry out informatization with mandatory consideration of the specifics of a particular preschool educational institution.

The process of informatization in preschool educational institutions includes a number of indicators:

The readiness and ability of teachers to work effectively in a new information environment and changing organizational conditions (pedagogical ICT - competence of educators);

Changes in the classes of co-organization of participants in the educational process (changes in regulations, procedures, work of preschool educational institutions);

Changes in methods and organizational forms of work of children, individual teachers and teaching staff Preschool educational institutions in general (dissemination of ICT methods and organizational forms academic work) .

One of the areas of informatization of preschool educational institutions is informatization as the technical equipment of preschool educational institutions.

Several years ago, when the process of informatization was just beginning, it was considered as a process of equipping a preschool educational institution with new information technologies (number of computers, Internet connections, etc.). The presence of technology looks like evidence of the well-being of the preschool educational institution, its administration, teaching staff, and students .

On the one hand, this is true: without the appearance of a technological infrastructure in an educational institution, there is no need to talk about its informatization. However, in themselves, indicators of technical equipment only indirectly indicate the development of informatization processes. Practice has shown that it is not always strong technical base found application in the educational process, and was focused on solving organizational issues and maintaining automated document flow.

A significant factor in computerization is the understanding by heads of institutions, teachers, and parents that the computer and the Internet are tools that give effect only if they are included in the interior of a preschool educational institution as tools. Then the content and organization of the educational process, as well as its results, change.

Over the past decades, modern means of information technology have made it possible, real and convenient to collect various types of information about the world around us. Forming skills in using collection tools and digital collection and digital input of information is already feasible for children preschool age and becomes an important element of initial education.

A preschool child collects digital images of the world around him using a digital camera. Gradually, he acquires ICT qualifications for obtaining high-quality images in parallel with ICT competence, expressed in the precise selection of an object for shooting, the selection of images in accordance with a given purpose, the choice of names for images and folders where the images are stored. The child receives subject competence in the field of literacy and speech development, expressed in correct spelling folder names, the ability to construct your own story from a photograph.

Digital microscope is a microscope equipped with a device for converting an image into a digital signal for input into a computer. At the same time, changes in the image can be recorded on the computer, for example, the movement of microorganisms, resulting photographs and video clips can be mounted in a presentation, etc.

A scanner is a necessary digital tool for the educational process. It allows you to freely use existing non-digital information sources, including the visual works of the children themselves, pictures they found, etc.

A digital projector serves as a powerful tool for direct, personal communication in almost any activity. Even preschoolers can successfully use it, editing a sequence of photographs or video clips they have created into a presentation and then telling listeners in a group about what they see on the screen. Of course, the teacher also needs a projector, because... it significantly increases the comfort of the performance for him and enhances the clarity and emotional component for preschoolers.

Interactive whiteboards allow the teacher to include an on-screen presentation of handwritten notes, notes, etc. right during the performance, highlight individual objects on the screen and much more.

The possibility of using printers and copiers in conjunction with a computer is beyond doubt. However, in preschool educational institutions it has its own specifics. One aspect of this specificity is that many preschool educational institutions cannot afford uncontrolled printing due to the cost of materials. Another aspect is that preschool educational institutions need not only the most common, but also less standard printers. Color also turns out to be not a luxury, but a means of learning and self-expression.

A necessary condition The implementation of all these areas is to ensure the appropriate material and technical base:

Installation and Maintenance computer equipment and software in classrooms and groups;

The next direction that is envisaged by the informatization of preschool educational institutions is the use of ICT in management activities. It is known that if a leader is interested in using modern educational technologies, then they will be used in preschool educational institutions.

The areas of informatization of preschool educational institutions management are quite diverse:

Educational institution passport ( general information about the educational institution, material, technical and methodological support, generation of a preschool educational institution report, etc.);

Personnel (maintaining personal files, recording the movement of employees, introducing a book of orders for personnel, tariffs);

· pupils and their parents (keeping personal files, recording attendance, monitoring education and training, psychological and pedagogical support, etc.);

· class schedule (automated preparation of class schedule options with the ability to select the optimal one);

· library (accounting for the library collection and its demand, maintaining electronic catalogs for the library);

· medical office (entry of children’s medical records, medical support);

· accounting (accounting for financial documents, introducing financial, economic and statistical reporting).

One of the most basic directions of informatization of preschool educational institutions is changing the forms and methods of the educational process in preschool educational institutions.

The use of modern information technologies as teaching tools and management of the educational process shows the deficiencies of traditional school practices. The computer takes over the functions of receiving information, copying it, storing reproductions, as well as solving problems according to the algorithm once described, leaving the choice of goals, analytics, design, and organizational tasks to the person. social conditions obtaining and using the results obtained. Information management and management based on its qualified use becomes relevant for the administration of preschool educational institutions, teachers and children. Understanding the meaning of activity, conscious search for information, setting goals and objectives, organizing contacts, business process, calculating opportunities and risks - these are the conditions development of preschool educational institutions and, at the same time, an expression of the quality of modern education.

The use of microelectronics for the automatic collection, transformation, storage, search and transmission of information of any kind over a distance is becoming a necessary part of people’s culture, a condition for socialization, and quality of life. Information and communication tools provide new opportunities for accumulating and transmitting relevant methodological information. In educational authorities and preschool educational institutions, conditions appear for the creation, maintenance and development of integrated virtual educational tools, each segment of which is provided with resources, united interests in the common subject of teachers, methodologists, scientists, authors of project ideas and external students working in different teams.

Therefore, now there is a need to organize the learning process on the basis of modern information and communication technologies, where they are increasingly used as sources of information. electronic means.

An effective mechanism for increasing the accessibility of quality education is the introduction of modern information educational technologies, including the use of the latest electronic educational resources.

Information educational technologies refer to all technologies in the field of education that use special technical information tools (computer, audio, cinema, video) to achieve pedagogical goals.

Increasing the accessibility of quality education can be helped, not least by new pedagogical and also information technologies. It is impossible to separate one from the other, since only the widespread introduction of new pedagogical technologies will change the very paradigm of education, and only new information technologies will make it possible to most effectively realize the opportunities inherent in new pedagogical technologies.

During recent years Joint work is underway on informatization and computerization of preschool educational institutions. Federal educational portals, most preschool educational institutions are equipped with computers. Many educational institutions have Internet access. More and more teachers are mastering computer and Internet user skills, taking courses on the use of new information technologies in the educational process and educational activities.

Informatization of education is the process of providing the education sector with the methodology and practice of developing and optimally using modern information technologies focused on the implementation of psychological and pedagogical goals of training and education.

An even higher level of human information culture represents information competence- computer literacy and the ability to search for information, use and evaluate information, mastery of computer communications technologies, the ability to master and use the capabilities of information technology to solve problems.

Changing requirements for the quality of training and education, due to ongoing socio-economic processes and the globalization of the informatization process, predetermines the need not only to revise and update the content of training, but to develop new pedagogical technologies that ensure the formation and increase of the level of competence, key competencies declared by the education development strategy as new type educational result.

The main areas of use of new information technologies in the educational process are:

The direction that is used to present new material. Demonstration encyclopedic programs and computer presentations can be used in this direction.

A direction that aims to conduct experimental work using multimedia

Direction when consolidating the presented material. This is the use of a variety of training programs and laboratory work.

The direction used for control and verification. These include assessment testing and monitoring programs.

Based on the above provisions, we can propose a model based on several assumptions.

· The process of informatization of preschool educational institutions is discrete in nature.

· Informatization of preschool educational institutions is developing unevenly along with educational institutions, where this process is just beginning.

· In the space of informatization states, there are groups of states close to each other.

· The degradation of educational institutions is socially prohibited.

In publications devoted to informatization of preschool educational institutions, at least three main tasks of informatization of preschool educational institutions are identified:

increasing the effectiveness of upbringing and education;

development of information culture.

development of preschool educational institutions management using information technology.

The most important goals of informatization of preschool educational institutions are:

Improving the quality of training;

Improving scientific and methodological literature;

Improving the management of the educational process.

The following main directions of informatization of preschool educational institutions are currently being considered:

informatization as technical equipment of preschool educational institutions;

informatization of preschool educational institutions as the introduction of new information technologies in education and upbringing;

informatization of management activities of preschool educational institutions.

informatization preschool computer pedagogical

CHAPTER 2. PROBLEMS AND PROSPECTS FOR INFORMATING DOW

2.1 Use of ICT in management activities

For example, a preschool educational institution can use the creation of an integrated automated system (IAIS). IAIS is being developed as an independent educational complex consisting of several interconnected subsystems. Software implementation is performed using Visual FoxPro DBMS tools.

For the priority implementation of IAIS at the initial stage, the following subsystems are identified:

· admission to preschool educational institutions (personal data of incoming children and their parents, their personal files, attendance records, monitoring records) - affects the educational process, covers children and their parents, educators, teachers with informatization additional education, administration.

· Personnel (personal files of employees, tariffs) - in addition to the administration, involves all employees of the preschool educational institution in the process of informatization.

ICTs have made significant changes to the methodological work of preschool educational institutions. Formed on the server subject areas, which contain materials on classes in various fields of knowledge. In addition, most teachers have their own personal folders containing teaching materials, which are open to everyone, and include the teacher’s electronic portfolio - a compact, convenient means of storing information about the successes and achievements in the teacher’s activities.

Carrying out pedagogical councils, meetings, meetings methodological associations It is impossible for teachers today without the use of computer technology - these are diagrams, graphs, pivot tables, diagrams, presentations.

Electronic reports on the quality of education and upbringing of children, which are filled out by teachers at the end of each quarter, make it possible to conduct monitoring studies of the quality of education and upbringing of children, predict results, and change ways to achieve set goals.

ICT competence of teachers allows the educator to be an active participant in the teaching and educational process. Various electronic publications, reference books, encyclopedias, are necessary to improve the qualifications of the teaching staff. All this is possible thanks to unlimited access to the Internet.

Opportunity to show your pedagogical skill The parent and teaching community is allowed to publish methodological journals, the editing and design of which was carried out using special computer programs and technologies.

The use of the Internet, various databases, processing of huge volumes of information - all this made the work of the administration and preschool teachers more efficient.

Despite positive influence application of ICT in management activities, many preschool educational institutions are faced with the problem of developing the ability to train administration, teachers and other preschool educational institutions employees to use a computer. For this it is necessary to create appropriate conditions. And until teachers and preschool administration are able to obtain the required minimum knowledge in the field of using information technology and verify from their own experience practical value, computer and information technology will be viewed by them as something alien.

2.2 Technical equipment of the preschool educational institution

Currently, one of the important problems is the technical equipment in preschool educational institutions. Unfortunately, the use of computers in preschool educational institutions encounters problems: material and organizational problems, poor material provision of preschool educational institutions, primarily with computers that can be successfully used in teaching, etc. Typically, the main organizational problems of computerization of preschool educational institutions include objective and subjective ones. The first include, first of all, material and technical problems (small number of computers in preschool educational institutions, outdated equipment, weak software).

Subjective problems associated with the introduction of computers into the educational process may include the reluctance or inability of teachers to work on introducing computers into the education and upbringing of children. Teachers' reluctance to work with computers may depend on their lack of readiness for any innovations, fear of computers, low level of motivation for professional activities in general, and other conditions. Often computer training children of senior preschool age - higher than the teacher's training. Some teachers assess this situation as threatening their professional status and are afraid to use computers in the educational process.

By virtue of different training preschoolers and different technical equipment at home, sometimes this makes it difficult to develop uniform curricula and learning tasks.

One of the most important problems that has not been solved today is ensuring access to educational institutions located in hard-to-reach areas. geographical point vision, places to information resources located in virtual space, as well as the weak speed characteristics of Internet access channels used today in most preschool educational institutions.

2.3 Problems of using computer technology in the educational process

The current generation of children lives and is formed in an informatized environment. Among children, computer games have long replaced occupational games, outstripping television viewing in popularity. Informatization of preschool educational institutions is an urgent requirement of reality, everyday life.

But the specifics of preschool educational institutions strictly regulate the use of computer technologies and the time of work on a personal computer in order to comply with one of the key areas - preserving the health of children. In order for a teacher to have the opportunity to conduct classes using ICT technologies, using electronic educational materials, numerous digital centers, and his own development of classes using a computer, it is necessary to take into account the main areas of health savings for preschoolers in in this direction. The constant rule is to adhere to the established time spent in front of the monitor screen, which, as is known, has a negative impact on the child’s somatic health. There is also long-term consequences exposure to electromagnetic fields and static electricity, a sedentary lifestyle, if any.

But no less serious problems can arise with the child’s psychological health if he develops a “computer addiction.” However, such a problem does not face school psychologist as sharp as computer games. For Internet addiction to occur, a large number of conditions are necessary, which are quite rare for a preschooler: the presence of a good configuration PC, an Internet connection, good computer skills and, in particular, Internet navigation, etc. Typically, the problem of Internet addiction occurs in school.

As a result of prolonged immersion in virtual world The social adaptive capabilities of the individual may decrease during the main period of development of collective communication skills. Success in this direction can only be achieved through close cooperation with the children’s parents. Thus, it becomes important to inform parents about measures to prevent health problems, about the organization of children’s workplace, about time restrictions for staying in front of not only a computer screen, but also a TV.

2.4 Use of ICT technologies in preschool educational institutions

The use of ICT in the educational process makes it possible to improve the quality of educational material and enhance educational effects. One of the results of training and education in a first-stage preschool educational institution should be the readiness of children to master modern computer technologies and the ability to update the information obtained with their help for further self-education. To achieve these goals, there is a need for teachers to use information and communication technologies in the educational process.

The use of ICT in various classes allows: to develop the ability of preschool children to navigate the information flows of the world around them; master practical ways of working with information; develop skills that allow you to exchange information using modern technical means; activate them cognitive activity. Thanks to the use of ICT, the teacher moves from an explanatory and illustrated method of teaching to an activity-based one, in which the child becomes an active subject of learning activities. This promotes conscious learning by children. ICT arouses interest in preschoolers; animated fragments bring the processes being studied closer to the life of a child.

Thus, the work spent on managing cognitive activity with the help of ICT tools justifies itself in all respects: it increases the quality of knowledge; promotes the child in overall development; helps overcome difficulties; brings joy to a child's life; allows for training and education in the zone of proximal development; creates favorable conditions for better mutual understanding between teacher and students and their cooperation in the educational process.

In classes at preschool educational institutions, the use of ICT allows us to raise the process of learning and education to a qualitatively new level: modern child It is much more interesting to perceive information in this form. The inclusion of animation and video fragments in multimedia makes it possible to enhance visual perception and facilitate the assimilation of educational material.

Children's work with computers, including computer games, is greatly influenced by motivational sphere, the cognitive sphere associated with activity is also influenced cognitive processes, and the child's personality. There is quite contradictory data in the literature about the impact of a computer on the development of a child’s mental characteristics. This is explained by the place of the computer in the structure of activity, the nature and duration of work with the computer, the age of the children and a number of others. important conditions. Analysis of literature data shows that working with a computer affects almost all basic psychic phenomena: sensations, perception, memory, thinking, imagination, communication, character, abilities, etc. In a number of cases, these qualities were formed purposefully.

Important species ICT used in the educational process:

Electronic encyclopedias, reference books, dictionaries. Their main advantage is the information they contain. They are suitable for obtaining accurate factual information about individuals and events, for defining concepts, etc.

Bibliographic resources - the entire range of sources reflecting information about the literature. This includes books and articles from newspapers, magazines, maps, magnetic tapes, etc.

A computer presentation is a sequence of slides replacing each other, each of which may contain text, photographs and drawings, various graphs, and diagrams. All this can be accompanied by sound design. Computer presentations are very attractive for independent study and testing of one’s knowledge, and for classes with the direct participation of a teacher.

Educational programs allow you to make the learning and education process interesting and visual. Develop thinking and creative activity students. These programs can be used to study various items. The programs allow the teacher to demonstrate the material being studied.

Computer testing. Tests allow you to obtain assessments of the level of knowledge and skills and identify gaps in the preparation of preschoolers.

The use of ICT has become relevant in all areas of preschool educational institutions. One of the leading ones remains the control unit. For the effective management of preschool educational institutions, the main criteria for selecting information were identified: completeness, specificity, reliability, timeliness.

It is advisable to begin informatization of management by highlighting the tasks of organizing the educational process, especially to a greater extent requiring the use of computer technology.

Despite the positive impact of the use of ICT in management activities, many preschool educational institutions are faced with the problem of developing the ability to train administration, teachers and other preschool educational institutions employees to use a computer.

Other problems associated with the introduction of computers into the educational process may include the reluctance or inability of teachers to work on introducing computers into the education and upbringing of children.

One of the most important problems that has not been solved today is providing access to information resources for educational institutions located in geographically inaccessible places.

The next problem of informatization of preschool educational institutions is the health-saving function of children. In order for a teacher to have the opportunity to conduct classes using ICT technologies, using electronic educational materials, numerous digital centers, and his own development of classes using a computer, it is necessary to take into account the main directions of health savings of preschoolers in this direction.

But no less serious problems can arise with the child’s psychological health if he develops a “computer addiction.”

The use of ICT in various classes allows: to develop the ability of preschool children to navigate the information flows of the world around them; master practical ways of working with information; develop skills that allow you to exchange information using modern technical means; activate their cognitive activity. Thanks to the use of ICT, the teacher moves from an explanatory and illustrated method of teaching to an activity-based one, in which the child becomes an active subject of learning activities. ICT arouses interest in preschoolers; animated fragments bring the processes being studied closer to the life of a child.

CONCLUSION

During the course work, theoretical sources on the research problem were analyzed. As a result, it was revealed:

Informatization of preschool education is the process of its development; the sequence of transitions of an educational institution from one state to another. This transition, as a rule, requires special efforts from teachers, which must be organized in one way or another: these can be one-time events or an entire program of work.

The theoretical analysis of literature data on the problem of researching informatization of preschool educational institutions allowed us to consider the problems and prospects of informatization of preschool educational institutions.

As a result of the course work, the following were identified:

possibilities of informatization of preschool educational institutions as a means of increasing the efficiency of upbringing and education;

the possibilities of informatization of preschool educational institutions as a means of increasing the efficiency of the activities of educators and managers of preschool educational institutions;

problems of informatization of preschool educational institutions.

Thus, the hypothesis put forward at the beginning of the work was completely confirmed, the tasks set at the beginning of the course work were completed, the goal was achieved.

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Author: Anufrieva Irina Viktorovna, senior teacher of the preschool educational institution “Kindergarten “Bell”, r.p. Dukhovnitskoye, Saratov region

In a dynamically changing world, rapid growth information flow, development of new information technologies, their capabilities - informatization of the education sector is acquiring fundamental importance.
The current domestic and foreign experience in informatization of the educational environment indicates that it makes it possible to increase the efficiency of the educational process.
Thanks to the transformations, the role of information technology is becoming increasingly evident not only in the school system, but also in preschool education, which quite recently could only be observed as a point of experience. Provisions of the Concept of Education Modernization, letter of recommendation of the Ministry of Education of the Russian Federation of May 25, 2001 on the informatization of the preschool education system serves as the starting point for the adoption management decisions and creating conditions for the formation of information and communication competence of teachers and students of preschool educational institutions.
Informatization of preschool education opens up new opportunities for teachers to widely introduce into pedagogical practice new methodological developments aimed at intensifying and implementing innovative ideas in the educational process. The effectiveness of computerization of education in preschool educational institutions depends both on the quality of the pedagogical software used and on the ability to rationally and skillfully use them in the educational process.
Informatization of education is a large space for the manifestation of creativity of teachers, encouraging them to look for new, non-traditional forms and methods of interaction with children; it helps to increase children's interest in learning, activates cognitive activity, develops the child comprehensively. Mastery of new information technologies will help the teacher feel comfortable in new socio-economic conditions.
Despite the importance of informatization processes, new technologies come to preschool educational institutions with a great delay. Today kindergarten I was many years behind school.
At a time when schools are arguing about the effectiveness of one or another information retrieval system being implemented in schools, not a single one has yet been created for kindergarten special program, allowing you to automate educational DOW process. As the analysis shows pedagogical literature, the complexity of the work on developing management systems for preschool educational institutions is associated with the variety of programs used in kindergartens, the poor development of approaches to diagnosis and criteria for the quality of the educational space of preschool educational institutions.
Currently, in our kindergarten, much attention is paid to expanding the material and technical base. On this moment The kindergarten has 6 computers, a laptop (with Internet access), 3 printers, and a multimedia projector. In addition, a media library has been created.
The kindergarten has accumulated photo and video material about life in groups, about holidays and entertainment for our children, open classes. Watching video recordings allows for a modern, high-quality, comprehensive analysis of events, which helps improve the quality of the pedagogical process. This form of work is most suitable when accompanying young beginning teachers. The library of methodological literature is transformed into a media library, information is accumulated and exchanged on various modern media.

We have the opportunity to exchange business correspondence, reporting documentation with educational authorities, SarIPKiPRO teachers, editorial staff of publishing houses methodological publications and magazines, as well as participate in remote seminars and online teaching councils.
The use of information technology contributes to the software of the educational process and management activities. An electronic data bank has been created in the methodological office: an information base of teachers, which contains information about work experience, deadlines for certification, participation in the methodological work of preschool educational institutions, participation in professional competitions. Electronic methodological folders, in which teachers collect their accumulated material (class notes, consultations, etc.)
The database of information about parents is updated annually (single-parent families, large families, as well as families in the SOP).
The use of information technology makes it possible to organize and conduct forms of interaction with personnel in a new way.
To conduct the pedagogical council “Implementation of FGT,” a presentation was compiled “The work of preschool educational institutions in the context of the transition to FGT to the structure of OOP preschool education,” which, due to its clarity, made it easier to master difficult material.
With the help of computer technology, preschool educational institutions prepare and conduct presentations of projects developed by teachers.

In addition, information technologies are actively used in organizing interaction with parents of students. When conducting parent meetings, meetings of the "Interlocutor" club use multimedia equipment made it possible to present to parents videos and a film about the life of children in kindergarten, presentations on proper nutrition, and on preparing children for school.

In preschool educational institutions, teachers use information and communication technologies in organizing the educational process with children. Now in class they can use colorful educational presentations for children, fragments of cartoons, films, videos, and slide shows.
One of the main conditions for the introduction of information technology in preschool educational institutions is that children should be worked with by specialists who know the technical capabilities of a computer, have the skills to work with them, strictly follow sanitary standards and rules for using computers, and know the methods of introducing preschoolers to new information technologies. Taking this into account, the primary task at present is to improve the computer literacy of teachers, their mastery of working with software educational complexes, global resources computer network The Internet so that in the future each of them can use modern computer technologies to prepare and conduct classes with children at a qualitatively new level.
In this regard, for the new 2013–2014 academic year, practical individual lessons for educators are planned to improve the computer literacy of teachers, during which teachers will learn:
create graphic and text documents (draw up group documentation, diagnostics, etc. independently);
will be able to use electronic didactic and pedagogical software;
actively use information technology in the educational process;
have the skills to search for information on the Internet;
master the Power Point program for creating multimedia presentations;
develop booklets and postcards in the program using Microsoft Office Publisher 2007.

One of the planned seminars for the new academic year involves the presentation of teachers’ projects through the independent preparation of a “My Project” presentation.
An integral part of methodological work is monitoring the activities of preschool educational institutions, aimed at assessing the quality of education, taking into account the intended results. In this regard, methodological fish-disks for preschool educational institutions, intended to help the management and teachers of preschool educational institutions, are of no small importance.
However, despite wide use information and communication technologies in the methodological work of preschool educational institutions, at the moment we are faced with the problem of how to consider the result of the educational process from the standpoint of the development parameters of each pupil of the institution, evaluate the result in the context of the quality of the competencies acquired by the child, and also achieve ease of collection and input volume of initial information (notebook for monitoring child development indicators in a preschool institution).
The second problem is that it is necessary to expand the material and technical base of the preschool educational institution (laptop, developmental programs for preschoolers, organization of specialized courses for teachers) in order to significantly diversify the organization of the educational process in the preschool educational institution and comprehensively develop the child.
Solving these problems will help solve a number of problems in a preschool institution:
1. effective improvement of the unified information environment in order to access information of participants in the educational process;
2. improving the information culture of teachers;
3. improving the quality of management activities based on the study and implementation of information technologies;
4. automation of monitoring processes and increasing the efficiency and quality of the educational process in preschool educational institutions;
5. replenishment information resources Preschool educational institution: creation of an information and analytical bank, software for educational activities of teachers;
6. the use of ICT in the educational process, multimedia support of educational activities, methodological meetings, etc.

Galina Kudinova
Main directions of informatization of educational institution management

INFORMATION TECHNOLOGY AS A MANAGEMENT RESOURCE

IN THE ACTIVITY OF A PRESCHOOL DIRECTOR

EDUCATIONAL INSTITUTION

G. I. Kudinova, head of the Municipal Budgetary Preschool educational institution kindergarten No. 16 of the Kyiv municipal village education Krymsky district.

annotation: This article analyzes main directions of informatization of management of an educational institution. The effectiveness of use has been revealed educational institutions based use of computer programs.

Keywords: innovation; information Technology; information educational environment; person-centered interaction; management informatization; subjects educational process; teacher's portfolio; informationally-communicative competence of the manager; individualization of the pedagogical process.

Modernization of preschool education involves the introduction of innovations in management of a preschool educational institution(DOW). To change the old system management, to make it flexible and effective in the new conditions of reform, such innovations are needed (eng. innovation, which will qualitatively increase the level of development institutions. The kind of innovation that seriously improves efficiency management activities, which means it contributes to the development institutions as a whole, currently considered information Technology(IT). Most often under informational technologies understand the technologies of active use of a computer. According to the definition adopted by UNESCO, informational technology is a complex of interrelated scientific, technological, engineering disciplines that study methods effective organization labor of people employed processing and storage of information; computer technology and methods of organizing and interacting with people and production equipment, their practical applications, as well as the social, economic and cultural problems associated with all this.

Process optimization issues management information processing were considered in the works of A. E. Kapto, Yu. A. Konarzhevsky, L. I. Fishman, T. I. Shamova. A. D. Khomonenko in his articles proves that informational technology is one of the integral components of effective information support management. She reveals the issues of automation of provision management and improving documented management. Current developments to create information model of an educational institution(Yu. Yu. Baranova, E. N. Bogdanov, A. B. Borovkov, K. P. Volokitin, L. V. Zhilina, N. V. Kisel, D. Sh. Matros, E. A. Tyurina, V V. Khabin, A. A. Chadin, etc.) do not consider issues of administrative improvement - management activities, do not contain specific recommendations for the use of new information technology manager-user. At the same time there remain unresolved problems implementation informationally-communication technologies in the activities of preschool directors educational institution. Being our assistant, the computer performs painstaking processing and storage of huge volumes information, freeing the manager from the process of obtaining information in favor of its analysis and adoption of operational management decisions. It has been proven that management informatization makes it possible to create an information and educational environment, which includes hardware, software, telecommunications tools that provide access to information for children, teachers, parents, leaders educational institution and the public, and also creates conditions for person-oriented interaction of all participants educational process. It is obvious that the spheres informatization of preschool educational institutions management is quite diverse:

Passport of the educational institution (general information about the educational institution, logistics and methodological support, generation of preschool education reports, etc.);

Personnel (keeping personal files, recording the movement of employees, maintaining a book of orders for personnel, tariffs);

Pupils and their parents (maintaining personal files, recording attendance, monitoring development, forming individual educational child development routes, etc.);

Schedule of types of children's activities (automated compilation of options for scheduling types of activities with the ability to select the optimal one);

Library (accounting for the library collection and its demand, maintaining electronic library catalogs);

Medical office (maintenance of children’s medical records, medical support);

Accounting (accounting for financial, economic and statistical reporting);

Methodological service (electronic portfolio of educators, as a means of storing information about the successes and achievements of teachers, presentation of experience, electronic reports, etc.)

Despite such a range of possible areas of IT application, preschool educational institutions found themselves somewhat disconnected from modernity. As practice shows management, analysis of periodicals, preschool directors institutions experience serious difficulties associated with the implementation information educational technologies in educational and management processes.

Analysis of this situation made it possible to identify a number of contradictions between: increased need for use information technologies in progress management and unpreparedness of managers for this activity;

new requirements for the level of professionalism of a manager and a lack of readiness to create information and educational environment in preschool;

the need to form informationally-communicative competence of a leader in the field practical application information technology in its management activities and the low efficiency of the process of advanced training, which most often comes down to the formation of the basics of computer literacy.

Generally informatization Preschool education is understood by practitioners one-sided: the problem of equipping with computer equipment is in the first place, and the issues of the content side of these tools are not given the necessary attention. However, there is an important objective reason, Why informational technology is not an effective means of making operational decisions managerial solutions is the lack of computer programs adapted for the activities of preschool educational institutions. All this hinders innovative processes associated with the activation informationally-technical mechanisms in management of a preschool educational institution.

So way, the main goal of an innovative leader is the implementation and use information technology as management resource in its activities. Main tasks should become:

Update, replenishment information resources in the management process of preschool educational institutions;

Design and testing of new proprietary computer programs and automated systems, adapted for preschool educational institutions allowing effective interaction of all subjects educational process;

System development self-education leader in matters of raising the level informationally-communicative competence as a holistic personality education, including a set of knowledge, skills, motivational and value orientations and professional and personal qualities that ensure the success of his activities in the conditions informatization of preschool educational institutions management.

Hypothesis

If the preschool educational institution creates conditions for information environment, then the preschool system education will be able to achieve qualitatively new high results.

The main condition for achieving the set objectives is the personal interest of the manager in the use of modern information technologies. Efficiency of use information technology in management activities of preschool leaders educational institutions can be considered using the example of a municipal budget preschool educational institution kindergarten No. 16 in the village of Kyiv municipal education Krymsky district. Federal State educational standards impose requirements both on preschool educational institutions and on the organization of educational educational process, and to the selection of personnel. General project focus, implemented from 2010 to 2014, consists of organizing an innovation space and other forms management, educational technologies, improving the quality of preschool education and the status of preschool educational institutions in society. Implementation of the project “Model information- educational environment preschool educational institution in the context of modernization education", implied systematization and structuring educational environments with well-coordinated methods processing significant volumes information. Were introduced: an electronic queue that allows you to track the order of admission to kindergarten, an electronic portfolio of teachers that allows you to adjust and systematize teaching experience, a preschool educational institution website has been created, necessary for awareness parents about the work of preschool educational institutions, the PUBLISCHER program is used to create a quarterly newspaper for parents "It's fun to walk together". To date, the program has been introduced "Network City. Education» – a computer program with an automated database designed for operational work methodological service, providing internal document flow, and also allowing for the fastest possible process information on the professional activities of teachers, on the results of monitoring with students, on the organization of internal control over the activities of educators, on the results of development institutions as a whole. Planned to introduce "EMK" (electronic medical record)- a computer program that allows you to carry out operational control for the frequency and timing of passing the medical examination by all employees of the preschool educational institution, and an Excel program for preparing menu requirements for the preschool educational institution.

Results of data implementation information technologies can be formulated as follows way. From point of view qualitative assessment we state:

1. documents acquired a unified structure, logical completeness, aesthetic design, and competent content.

2. conditions have been created for the individualization of the pedagogical process in terms of creating individual routes professional growth teaching staff And educational institution as a whole

So way, qualitative changes touched on documents of different types and types: the possibility of creating electronic systems for annual activity planning educational institution, the work of teachers and pre-school specialists; ensuring intra-garden control over the quality of educational educational process and activities of teachers; creation of a system for monitoring the results of assimilation educational programs for preschool pupils; formation of an electronic portfolio pedagogical achievements and professional skills of employees; creating a cyclogram of the manager’s activities for the year; organization of course training and personnel certification, automated treatment results of teaching activities, building teacher ratings. Information technologies provide: availability of a single database, one-time data entry with the possibility of subsequent editing, multi-user mode of data use, use of the same data in different processes. So way, the optimal level of formation has been achieved informationally-communicative competence by the head of the preschool educational institution, which allows effective manage various streams information. From point of view quantification Can Mark:

There was an increase in the volume of document flow with a decrease in labor costs for specific types technical work with documents;

There has been a significant increase in the efficiency of document creation from several days to several hours.

So way, in general in institution quality has improved information required for adoption managerial decisions of a strategic and tactical nature due to such characteristics information,

How: speed processing, reliability, objectivity, timeliness of receipt, reflection of the dynamics of changes in the object controls, etc.. d.

Using computer technology, a manager can process large amounts of information quickly and accurately, With minimum cost energy and time.

It can be stated that within one educational institution information technology has become powerful management resource, allowing the head of the preschool educational institution feel comfortable in the current socio-economic conditions.

BIBLIOGRAPHY

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One of the areas of informatization of preschool educational institutions is informatization as the technical equipment of preschool educational institutions.

On the one hand, this is true: without the appearance of a technological infrastructure in an educational institution, there is no need to talk about its informatization. However, in themselves, indicators of technical equipment only indirectly indicate the development of informatization processes. Practice has shown that a strong technical base was not always used in the educational process, but was focused on solving organizational issues and maintaining automated document flow.

Over the past decades, modern means of information technology have made it possible, real and convenient to collect various types of information about the world around us. Forming skills in using collection tools and digital collection and digital input of information is already feasible for preschool children and is becoming an important element of primary education.

A preschool child collects digital images of the world around him using a digital camera. Gradually, he acquires ICT qualifications for obtaining high-quality images in parallel with ICT competence, expressed in the precise selection of an object for shooting, the selection of images in accordance with a given purpose, the choice of names for images and folders where the images are stored. The child gains subject-matter competence in the field of literacy and speech development, expressed in the correct spelling of folder names and the ability to construct a story based on a photograph.

A necessary condition for the implementation of all these areas is the provision of an appropriate material and technical base:

Installation and maintenance of computer equipment and software in classrooms and groups;

Providing technical conditions for access to the Internet.

The areas of informatization of preschool educational institutions management are quite diverse:

Passport of the educational institution (general information about the educational institution, logistics and methodological support, preparation of a preschool educational institution report, etc.);

Personnel (maintaining personal files, recording the movement of employees, introducing a book of orders for personnel, tariffs);

· pupils and their parents (keeping personal files, recording attendance, monitoring education and training, psychological and pedagogical support, etc.);

· class schedule (automated preparation of class schedule options with the ability to select the optimal one);

· library (accounting for the library collection and its demand, maintaining electronic catalogs for the library);

· medical office (entry of children’s medical records, medical support);

· accounting (accounting for financial documents, introducing financial, economic and statistical reporting).

One of the most basic directions of informatization of preschool educational institutions is changing the forms and methods of the educational process in preschool educational institutions.

The use of modern information technologies as teaching tools and management of the educational process shows the shortcomings of traditional school practices. The computer takes over the functions of receiving information, copying it, storing reproductions, as well as solving problems according to the algorithm once described, leaving the choice of goals, analytics, design, and the task of organizing social conditions for obtaining and using the results obtained to the person. Information management and management based on its qualified use becomes relevant for the administration of preschool educational institutions, teachers and children. Understanding the meaning of activities, a conscious search for information, setting goals and objectives, organizing contacts, business processes, calculating opportunities and risks - these are the conditions for the development of preschool educational institutions and, at the same time, an expression of the quality of modern education.

Therefore, now there is a need to organize the learning process on the basis of modern information and communication technologies, where electronic media are increasingly used as sources of information.

Information educational technologies refer to all technologies in the field of education that use special technical information tools (computer, audio, cinema, video) to achieve pedagogical goals.

Over the past years, joint work has been carried out on informatization and computerization of preschool educational institutions. Federal educational portals have been created, most preschool educational institutions are equipped with computers. Many educational institutions have Internet access. More and more teachers are mastering computer and Internet user skills and taking courses on the use of new information technologies in the educational process and educational activities.

An even higher level of human information culture is represented by information competence - computer literacy and the ability to search for information, use and evaluate information, mastery of computer communications technologies, the ability to master and use the capabilities of information technology to solve problems.