Methodological development “Use of ICT in working with preschool children”

ICT in kindergarten

Information and communication technologies in preschool education (ICT) are a complex of educational and methodological materials, programs, technical and instrumental means of computer technology in the educational process, forms and methods of their use to improve the activities of specialists in educational institutions (administration, educators, specialists), and also for the education (development, diagnosis, correction) of children.

The introduction of ICT in kindergarten increases the requirements for the level of professionalism of the teacher, because information culture is part of the general pedagogical culture.

The ICT section of the preschool kindergarten website for different groups contains many interesting publications for educators on various topics:

• ICT in preschool educational institutions
• Summary of GCD with ICT in kindergarten
• Summary of GCD in kindergarten on speech development with ICT, senior preschool age
• Integrated lesson using ICT in the middle group
• Possibilities of using ICT in the educational process and in working with teaching staff
• Summary of a lesson using ICT in the preparatory group
• GCD for FEMP using ICT based on a fairy tale
• The use of information and communication technologies in the educational process
• Information technologies for working with children 4-6 years old in teaching drawing and music
• Application of information and communication technologies (ICT) in the educational process of preschool educational institutions
• ICT in the process of development and learning of young children
• Comprehensive lesson on speech development using ICT
• Summary of a lesson in mathematics in a preparatory group for school using ICT
• Summary of GCD using ICT in the preparatory group of kindergarten
• The use of information and communication technologies in the formation of elementary mathematical concepts

In kindergarten, ICT can be successfully used in the educational process. ICT in a preschool educational institution can be classified: ICT, with the help of which pedagogical problems are solved (electronic textbooks, electronic systems for teaching and monitoring knowledge). Electronic systems for the practical application of knowledge (virtual designer, programs for modeling, simulator).

It is impossible to imagine a modern kindergarten without information and communication technologies. The opportunities provided by network electronic resources make it possible to solve a number of problems that are relevant for specialists working in the preschool education system.

ICT is most widely used in kindergarten when working with older preschoolers and younger ones. These are usually interactive training programs and multimedia presentations. Multimedia presentations make it possible to present educational and developmental material as a system of vivid supporting images filled with comprehensive structured information in an algorithmic order.

Information and communication technologies in the practice of preschool education have a very positive effect on the education of children in general; IT technologies help children in mastering various materials.

Use of ICT technologies by preschool teachers

The use of ICT technologies in the educational process in the context of the introduction of the Federal State Educational Standard of the Preschool Educational Institution
Author: Buzmakova Svetlana Vladimirovna, teacher of the Municipal Preschool Educational Institution “Kindergarten No. 88”, Berezniki, Perm Territory Description: the work will be of interest to teachers who use ICT technologies when organizing work in the preschool educational institution, the work contains a description of the experience of implementing ICT technologies; the work identifies the problems and prospects for using ICT technologies in preschool educational institutions. Goal: Creating conditions for increasing the level of ICT competence of teachers of preschool educational institutions for the successful implementation of the Federal State Educational Standards of preschool educational institutions. Social and economic changes in Russia have led to the need to modernize many social institutions, and primarily the education system. New tasks set for education today are formulated and presented in the law “On Education of the Russian Federation” and the educational standard of the new generation. Informatization of education in Russia is one of the most important mechanisms affecting all main directions of modernization of the educational system. Its main task is the effective use of the following most important advantages of information and communication technologies: - The ability to organize the process of cognition that supports an activity-based approach to the educational process; — Individualization of the educational process while maintaining its integrity; — Creation of an effective management system for information and methodological support of education. The key directions of the process of informatization of preschool educational institutions are: 1. Organizational: - Modernization of the methodological service; — Improving the material and technical base; — Creation of a certain information environment. 2. Pedagogical: - Increasing ICT - competence of preschool teachers; — Introduction of ICT into the educational space. In accordance with the Law “On Education in the Russian Federation,” preschool education is one of the levels of general education. Therefore, informatization of kindergarten has become a necessary reality of modern society. Computerization of school education has a fairly long history (about 20 years), but such a widespread use of computers in kindergarten has not yet been observed. At the same time, it is impossible to imagine the work of a teacher (including a preschool teacher) without the use of information resources. The use of ICT makes it possible to enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency. What is ICT? Information educational technologies are all technologies in the field of education that use special technical means (PC, multimedia) to achieve pedagogical goals.
Information and communication technologies in education (ICT) is a complex of educational and methodological materials, technical and instrumental means of computer technology in the educational process, forms and methods of their use to improve the activities of specialists in educational institutions (administration, educators, specialists), as well as for education (development, diagnosis, correction) of children. Areas of application of ICT by preschool teachers

1.
Maintaining documentation. In the process of educational activities, the teacher draws up and draws up calendar and long-term plans, prepares material for the design of the parent corner, conducts diagnostics and presents the results both in printed and electronic form. Diagnostics should be considered not as a one-time carrying out of the necessary research, but also as maintaining an individual diary of the child, in which various data about the child, test results are recorded, charts are drawn up, and the dynamics of the child’s development are generally monitored. Of course, this can be done without the use of computer technology, but the quality of design and time costs are not comparable. An important aspect of the use of ICT is the preparation of teachers for certification. Here you can consider both the preparation of documentation and the preparation of an electronic portfolio. 2. Methodological work, teacher training . In the information society, networked electronic resources are the most convenient, fastest and most modern way to disseminate new methodological ideas and teaching aids, available to methodologists and teachers regardless of their place of residence. Information and methodological support in the form of electronic resources can be used when preparing a teacher for classes, to study new techniques, and when selecting visual aids for classes. Online communities of teachers allow not only to find and use the necessary methodological developments, but also to post their materials, share their teaching experience in preparing and conducting events, and using various methods and technologies. The modern educational environment requires special flexibility from the teacher when preparing and conducting pedagogical events. A teacher needs to regularly improve his qualifications. The ability to implement modern teacher requests is also possible using remote technologies. When choosing such courses, you need to pay attention to the availability of a license on the basis of which educational activities are carried out. Distance training courses allow you to choose the direction of interest to the teacher and study without interrupting your main educational activities. An important aspect of a teacher’s work is participation in various pedagogical projects, distance competitions, quizzes, and Olympiads, which increases the level of self-esteem of both the teacher and students. In-person participation in such events is often impossible due to the remoteness of the region, financial costs and other reasons. And remote participation is available to everyone. In this case, it is necessary to pay attention to the reliability of the resource and the number of registered users. It is undeniably important to use ICT technologies both for maintaining documentation and for more effectively conducting methodological work and for improving the level of qualifications of a teacher, but the main thing in the work of a preschool teacher is the conduct of the educational process. 3. Educational process. The educational process includes: - organization of direct educational activities of the pupil, - organization of joint developmental activities of the teacher and children, - implementation of projects, - creation of a developmental environment (games, manuals, teaching materials).
In preschool children, visual-figurative thinking predominates. The main principle when organizing the activities of children of this age is the principle of clarity. The use of a variety of illustrative material, both static and dynamic, allows preschool teachers to quickly achieve their intended goal during direct educational activities and joint activities with children. The use of Internet resources makes it possible to make the educational process information-intensive, entertaining and comfortable. Types of activities with ICT

1.
Lesson with multimedia support. In such a lesson, only one computer is used as an “electronic board”. At the preparation stage, electronic and information resources are analyzed and the necessary material for the lesson is selected. Sometimes it can be very difficult to find the necessary materials to explain the topic of a lesson, so presentation materials are created using PowerPoint or other multimedia programs. To conduct such classes, you need one personal computer (laptop), a multimedia projector, speakers, and a screen. The use of multimedia presentations allows you to make the lesson emotionally charged, interesting, they are an excellent visual aid and demonstration material, which contributes to the good results of the lesson. With the help of multimedia presentations, children learn complexes of visual gymnastics and exercises to relieve visual fatigue. Multimedia presentations make it possible to present educational and developmental material as a system of vivid supporting images filled with comprehensive structured information in an algorithmic order. In this case, various channels of perception are involved, which makes it possible to embed information not only in factual, but also associative form in the memory of children. The purpose of this presentation of developmental and educational information is to form a system of mental images in children. Presenting material in the form of a multimedia presentation reduces learning time and frees up children's health resources. The use of multimedia presentations in the classroom makes it possible to build the educational process on the basis of psychologically correct modes of functioning of attention, memory, mental activity, humanization of the content of learning and pedagogical interactions, reconstruction of the learning and development process from the standpoint of integrity. The basis of any modern presentation is to facilitate the process of visual perception and memorization of information with the help of vivid images. The forms and place of use of a presentation in a lesson depend on the content of this lesson and the goal set by the teacher. The use of computer slide presentations in the process of teaching children has the following advantages: - Implementation of multisensory perception of the material; — Possibility of demonstrating various objects using a multimedia projector and projection screen in a many times enlarged form; — Combining audio, video and animation effects into a single presentation helps compensate for the amount of information children receive from educational literature; — The ability to demonstrate objects that are more accessible to the intact sensory system; — Activation of visual functions, eye abilities of the child; — Computer presentation slide films are convenient to use for displaying information in the form of printouts in large font on a printer as handouts for classes with preschoolers. The use of multimedia presentations allows you to make classes emotionally charged, attractive, arouse keen interest in the child, and are an excellent visual aid and demonstration material, which contributes to the good results of the lesson. For example, the use of presentations in classes in mathematics, music, familiarization with the outside world ensures the activity of children when examining, examining and visually identifying the signs and properties of objects; methods of visual perception, examination, and identifying qualitative, quantitative and spatio-temporal features in the objective world are formed. and properties, visual attention and visual memory develop. 2. Classes with computer support Most often, such classes are conducted using game-based training programs. In this lesson, several computers are used, on which several students work simultaneously. The use of an electronic textbook (and a gaming educational game for children is an electronic textbook) is a method of programmable learning, the founder of which is Skinner. Working with an electronic textbook, the child independently studies the material, completes the necessary tasks and then passes a competency test on this topic. The computer's capabilities make it possible to increase the volume of material offered for review. A bright glowing screen attracts attention, makes it possible to switch children's audio perception to visual, animated characters arouse interest, and as a result, tension is relieved. But today, unfortunately, there is an insufficient number of good computer programs that are intended for children of this age. Experts identify a number of requirements that developmental programs for children must satisfy: - exploratory in nature, - ease for a child to study independently, - development of a wide range of skills and ideas, - high technical level, - age appropriate, - entertaining. Types of educational programs for preschool children 1. Games for the development of memory, imagination, thinking, etc. 2. “Talking” dictionaries of foreign languages ​​with good animation. 3. ART studios, simple graphic editors with libraries of drawings. 4. Travel games, “action games”. 5. The simplest programs for teaching reading, mathematics, etc. The use of such programs allows not only to enrich knowledge, to use a computer for a more complete acquaintance with objects and phenomena that are beyond the child’s own experience, but also to increase the child’s creativity; the ability to operate with symbols on a monitor screen helps optimize the transition from visual-figurative to abstract thinking; the use of creative and director's games creates additional motivation in the formation of educational activities; Individual work with a computer increases the number of situations that a child can solve independently. When organizing classes of this type, it is necessary to have a stationary or mobile computer class that complies with SANPiN standards and licensed software. Today, many kindergartens are equipped with computer classes. But the following are still missing: - Methodology for using ICT in the educational process of preschool educational institutions; — Systematization of computer development programs; — Unified software and methodological requirements for computer classes. Today, this is the only type of activity that is not regulated by a special educational program. Teachers have to independently study the approach and implement it in their activities. The use of ICT does not provide for teaching children the basics of computer science and computer technology. An important rule when organizing such classes is their frequency. Classes should be held 1-2 times a week, depending on the age of the children, for 10-15 minutes of direct activity at the PC. 3. Diagnostic lesson. To conduct such classes, special programs are required, which is rare or does not exist in some general education programs. But the development of such computer programs is a matter of time. Using application software, you can develop test tasks and use them for diagnostics. In the process of conducting traditional diagnostic classes, the teacher needs to record the level of problem solving by each child according to certain indicators. The use of special computer programs will not only make the teacher’s work easier and reduce time costs (use several computers at the same time), but will also allow you to save diagnostic results, considering them over time. Thus, in contrast to conventional technical means of education, information and communication technologies make it possible not only to saturate the child with a large amount of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and what is very important in early childhood - the ability to independently acquire new knowledge. The use of computers in educational and extracurricular activities looks very natural from the child’s point of view and is one of the effective ways to increase motivation and individualize learning, develop creative abilities and create a favorable emotional background. Modern research in the field of preschool pedagogy K.N. Motorina, S.P. Pervina, M.A. Kholodnoy, S.A. Shapkina et al. indicate the possibility of mastering a computer by children aged 3-6 years. As is known, this period coincides with the moment of intensive development of the child’s thinking, preparing the transition from visual-figurative to abstract-logical thinking. The introduction of information technologies has advantages over traditional means of teaching: 1. ICT makes it possible to expand the use of electronic learning tools, as they transmit information faster; 2. Movements, sound, animation attract children's attention for a long time and help increase their interest in the material being studied. The high dynamics of the lesson contributes to the effective assimilation of the material, the development of memory, imagination, and creativity of children; 3. Provides clarity, which promotes perception and better memorization of material, which is very important, given the visual-figurative thinking of preschool children. In this case, three types of memory are included: visual, auditory, motor; 4. Slideshows and video clips allow you to show those moments from the surrounding world that are difficult to observe: for example, the growth of a flower, the rotation of planets around the Sun, the movement of waves, it’s raining; 5. You can also simulate such life situations that are impossible or difficult to show and see in everyday life (for example, reproducing the sounds of nature; the operation of transport, etc.); 6. The use of information technology encourages children to search for research activities, including searching the Internet independently or together with their parents; 7. ICT is an additional opportunity to work with children with disabilities. With all the constant advantages of using ICT in preschool education, the following problems
: 1.
Material base of the preschool educational institution. As noted above, to organize classes you must have a minimum set of equipment: a PC, a projector, speakers, a screen or a mobile classroom. Not all kindergartens today can afford to create such classes. 2. Protecting the child's health. Recognizing that the computer is a new powerful tool for the development of children, it is necessary to remember the commandment “DO NO HARM!” The use of ICT in preschool institutions requires careful organization of both the classes themselves and the entire regime as a whole in accordance with the age of the children and the requirements of the Sanitary Rules. When computers and interactive equipment operate indoors, specific conditions are created: humidity decreases, air temperature rises, the number of heavy ions increases, and electrostatic voltage in the area of ​​children's hands increases. The intensity of the electrostatic field increases when finishing the cabinet with polymer materials. The floor must have an antistatic coating, and the use of carpets and rugs is not permitted. To maintain an optimal microclimate, prevent the accumulation of static electricity and deterioration of the chemical and ionic composition of the air, it is necessary to: ventilate the office before and after classes, wet cleaning before and after classes. We conduct classes with older preschoolers once a week in subgroups. In his work, a teacher must necessarily use a set of eye exercises. 3. Insufficient ICT – teacher competence. The teacher must not only perfectly know the content of all computer programs, their operational characteristics, the user interface of each program (the specific technical rules for operating with each of them), but also understand the technical characteristics of the equipment, be able to work in basic application programs, multimedia programs and the network Internet.
If the preschool educational institution team manages to solve these problems, then ICT technologies will become a great help. The use of information technology will help the teacher increase the motivation of children's learning and will lead to a number of positive consequences: - enriching children with knowledge in their figurative-conceptual integrity and emotional coloring; - facilitating the process of learning material by preschoolers; - arousing keen interest in the subject of knowledge; — expanding the general horizons of children; - increasing the level of use of visual aids in the classroom; — increasing teacher productivity. It is undeniable that in modern education the computer does not solve all problems; it remains just a multifunctional technical teaching tool. No less important are modern pedagogical technologies and innovations in the learning process, which make it possible not only to “invest” in each child a certain stock of knowledge, but, first of all, to create conditions for the manifestation of his cognitive activity. 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. So, the use of information technology will make the process of learning and development of children quite simple and effective, free them from routine manual work, and open up new opportunities for early education. Informatization of education opens up new opportunities for teachers to widely introduce new methodological developments into teaching practice aimed at intensifying and implementing innovative ideas in educational, educational and correctional processes. Recently, information and communication technologies (ICT) have become a good assistant for teachers in organizing educational and correctional work. Unlike conventional technical means of education, information and communication technologies make it possible not only to saturate the child with a large amount of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and what is very important in preschool childhood - the ability to independently acquire new knowledge. The use of information technologies in education makes it possible to significantly enrich, qualitatively update the educational process in preschool educational institutions and increase its efficiency. List of used literature.

1. Management of innovation processes in preschool educational institutions. – M., Sfera, 2008 2. Gorvits Yu., Pozdnyak L. Who should work with a computer in kindergarten. Preschool education, 1991, No. 5 3. Kalinina T.V. DOW management. "New information technologies in preschool childhood." M, Sfera, 2008 4. Ksenzova G.Yu. Promising school technologies: educational and methodological manual. - M.: Pedagogical Society of Russia, 2000 5. Motorin V. “Educational capabilities of computer games.” Preschool education, 2000, No. 11 6. Novoselova S.L. Computer world of a preschooler. M.: New School, 1997

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 The work describes the teaching of an element of computer graphics, which develops creative abilities, making it possible to improve the computer literacy of preschoolers, develops intelligence and contributes to general preparation for school.

Keywords : preschool education, preschool age, computer, graphics, information, games, creativity, technology

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Today, computer technology can be considered a new way of transferring knowledge that corresponds to a qualitatively new content of children’s learning and development. This method allows the child to learn with interest, find sources of information, fosters independence and responsibility in acquiring new knowledge, and develops the discipline of intellectual activity [1]. Scientists' opinions about the influence of computers on children's development are very contradictory. And this is no coincidence, because a computer, like almost any object in our reality, can be both useful and harmful - depending on whose hands it is in and what role it plays in a person’s life.

Most preschool children use a computer for entertainment purposes, that is, they play computer games, occasionally resorting to the help of adults. Some children are passionate about educational and educational games, as well as arcades, racing, and games to develop reaction speed. Thus, modern preschoolers spend from half an hour to two hours a day in front of a computer monitor, but this time is not used rationally enough from the point of view of training, education and the development of the child’s full-fledged creative personality.

To correct this situation, it would be more expedient to teach preschoolers to use a computer to create a product of creative activity. For example, use programs for creating graphic images, involve preschool children of their parents in project activities using computer information technologies, encourage the child to use the computer as a tool for creativity, thereby distracting him from excessive passion for computer games. Teaching the elements of [2] computer graphics develops creative abilities, making it possible to improve the computer literacy of preschoolers, develops intelligence, and contributes to general preparation for school.

In a preschool educational institution, a computer is [3] a tool for demonstrating presentation materials that develop the attention and imagination of children, and in art classes, a computer is primarily considered as a tool for creating a graphic image invented by a child. At preschool age, children have a well-developed imagination, and it is much faster than the development of fine motor skills and hand coordination. Very often, a child cannot express the image he has invented on paper using ordinary graphic materials: paints, crayons, pencils, felt-tip pens, etc. Teachers and parents are familiar with the disappointment of children because the circles they drew are not round, the lines are not straight enough, the houses are crooked, and the paint has spread across the sheet and everything is ruined. Computer graphics programs not only provide the young artist with a set of geometric figures of ideal shape and various ways of painting an image with color, but also allow you to cancel an unsuccessful action, correct the drawing as many times as you please, and achieve a result that meets strict requirements! a little author and increasing his self-esteem.

In the first lessons on computer graphics with children of senior preschool age, special attention should be paid to the computer, electronic equipment, the names of the parts and the principle of their operation. Children are invited to examine and draw, together with the teacher, a computer with a monitor, keyboard, mouse, speakers and system unit. By means of a graphic image, the names of the computer components and their relationships are clearly shown and fixed. Rules of behavior in a computer class and safety precautions when working at a computer are discussed. Particular attention is paid to correct posture and positioning of the legs when sitting at a computer desk, the position of the hands when working with the mouse and keyboard, and maintaining the required distance between the child’s eyes and the screen.

Despite the fact that many children play computer games at home, not everyone knows how to hold their hand on a manipulator correctly: many confuse the control buttons and the mouse wheel, move their hand with the manipulator too far, lift their elbow up, or try to hold the manipulator with both hands at once. hands. At first, it is difficult to get the pointer to the desired point on the screen. This is due to the poor development of fine motor skills in preschool children. As a result of several training sessions on painting fairly small details with the “fill” tool, moving selected objects around the screen and changing the size, this difficulty can be overcome - coordination of movements is significantly improved, which allows not only to cope with the tasks of a computer game, but also to prepare the child’s hand for writing .

When the child has learned to use the manipulator correctly, you can begin to introduce the names and functions of the tools located on the panel of the graphic editor. Over the course of several lessons, children become familiar with the instruments one by one, then learn to create simple compositions with their help. You can increase motivation to study the proposed set of tools by using competitive moments, test tasks, riddles, and puzzles.

After children have acquired the necessary skills and abilities to use a number of tools, they can move on to constructing an artistic image on a given topic: creating a landscape characteristic of different seasons, subject and subject drawing. The complexity of the task occurs due to an increase in the number of tools used and the addition of copying and reflection functions. It is also advisable to use the ability to select a scale: create an image on a large scale, then switch to a normal one and get a small detail for subsequent copying and thus compiling complex compositions. Mastering these techniques, along with the use of tools, helps prepare the child for independent work in creating an artistic image using computer graphics. The tasks should be designed for one lesson; in the next lesson, only coloring of a ready-made graphic image is allowed. This is due to the psychological characteristics of a child aged six to seven years, for whom it is difficult to retain a planned image in memory and not lose interest in it until the next lesson [1].

In this article we are talking about drawing on a computer only as a complement to traditional methods of teaching and upbringing; such activities in no way replace painting, drawing, modeling and appliqué, but complement them, enriching the pedagogical process with new opportunities. The use of computer technology in working with preschool children dramatically increases their motivation to learn. Using this quality, it is possible to rationally offer children those elements of knowledge that are difficult to understand and master under normal conditions using traditional means of didactics, as well as those types of creative tasks, the implementation of which in real material would be too labor-intensive or irrational [1].

Thus, the use of computer technologies in preschool age develops the child’s imagination and creative abilities. A good result is obtained by preliminary work on choosing the name of the future drawing, discussing the plot and drawing up pencil sketches on the chosen topic. The independent work of a preschooler to create a drawing on a computer allows us to hope that after completing classes he will be able to use the functions of graphics programs at home or at school, will become interested in computer graphics and will pay less attention to aggressive computer games.

Literature:

1. Komarova T. S., Antonova A. V., Zatsepina M. B. Aesthetic education program for children 2-7 years old. - Moscow: Pedagogical Society of Russia, 2005. - P. 56-58.
2. The use of computer technology in working with preschool children https://lib.exdat.eom/docs/l 240/index-11612.html
3. Turyev S.V. Information computer technologies as an effective means in the educational process of children of senior preschool age // ITO-Troitsk Moscow, 2008. - P. 27-28.

MAGAZINE Preschooler.RF

The use of information and communication technologies in kindergarten is a pressing problem of modern preschool education. Gradually, computer technologies are entering the preschool education system as one of the effective ways to transfer knowledge. This modern method develops interest in learning, fosters independence, develops intellectual activity, allows development in the spirit of modernity, and makes it possible to qualitatively update the educational process in preschool educational institutions and increase its efficiency.

When using ICT in work, the work experience of teachers and education are not important, but the desire and desire to master ICT is important.

The use of computer technology helps teachers in their work:

• attract passive listeners to active activities;
• make educational activities more visual and intensive;
• activate cognitive interest;
• implement student-centered and differentiated approaches to learning;
• to discipline the teacher himself, to form his interest in work;
• activate thought processes (analysis, synthesis, comparison, etc.);
• ICT will allow the teacher to communicate more widely at various teaching events, for example, video master classes, webinars, etc.
• work with paper media is significantly reduced, since almost all text information is compiled and stored in electronic form, etc.

The use of information and communication technologies in preschool education allows one to expand the creative capabilities of the teacher and has a positive impact on various aspects of the mental development of preschool children. Developmental activities using it become much brighter and more dynamic. The use of computer technology makes it possible to make GCD attractive and truly modern, to solve cognitive and creative problems based on clarity.

During the play activities of a preschooler, using computer tools, he develops: theoretical thinking, developed imagination, the ability to predict the outcome of an action, design thinking qualities, etc., which lead to a sharp increase in children’s creative abilities.

The range of use of ICT in the educational process is quite wide. One of the most successful forms of preparing and presenting educational material for joint organized activities in kindergarten is the creation of multimedia presentations. It facilitates the process of perceiving and remembering information with the help of vivid images, because combines dynamics, sound and image, i.e. those factors that hold the child’s attention for the longest time. Simultaneous impact on the two most important organs of perception (hearing and vision) allows you to achieve a much greater effect. And the English proverb says: “I heard and forgot, I saw and remembered .