Educational possibilities of computer games in the development of preschoolers. Computer game as a means of developing the cognitive interest of a younger student

Ministry of Education and Science of the Russian Federation

State educational institution higher professional education

“Tobolsk State Socio-Pedagogical Academy named after V.I. DI. Mendeleev"

The use of educational computer games in the educational process of a comprehensive school

Introduction

Chapter 1

1 Educational computer games, their role and place in the educational process

2 The influence of educational computer games on the learning process

1.3 Classification of educational computer games

Chapter 2. The use of educational computer games in the educational process

1 Criteria for selecting educational computer games for the educational process

2 Educational computer games and digital educational resources

3 Approbation of the introduction of a computer learning game into the educational process when studying the topic "Algorithms" in the main school

Conclusion

Bibliography

Applications

Introduction

Relevance of the topic. Modern society has stepped into the 21st century, armed with computer technology and the Internet. Already on August 28, 2001, Decree of the Government of the Russian Federation No. 630 “On the Federal Target Program for the Development of a Unified Educational Information Environment” (2001 - 2005) was issued, and five years later the Order of the Ministry of Education and Science of the Russian Federation of July 28, 2005 was issued No. No. 750 “On the implementation in 2005 of the project “Delivery of computer equipment to urban and rural schools of the Russian Federation”. Since that time, the global computerization of education in Russia has begun.

The modern world is experiencing a real information boom. Since the 17th century, the flow of scientific and other discoveries has doubled every 10-15 years. By 1970 it began to double every 5 years, and is currently doubling every 2 to 3 years. And all this flow does not bypass our students. The volume of educational material in school programs is increasing every year. For this reason, at present there is a contradiction between the actual nature of the educational material, its huge volume and the unwillingness and inability of students to assimilate this material. And life makes new demands on school, requires new methods and means of teaching. School subjects should solve modern problems of education: maintaining the health of children, developing their abilities, which should ensure adaptation in constantly changing conditions, success in life. The school at the present stage does not aim to give children a certain amount of knowledge. The goal of the school is much more important: to teach them to independently acquire the necessary knowledge, to develop their intellectual, communicative, creative abilities by means of training, to form a scientific worldview.

The remarkable Soviet teacher-innovator V.F. Shatalov noted that "for successful learning in the classroom, you need to create an atmosphere in which it is impossible not to learn." This is the atmosphere that an educational computer game brings to the educational process, even if it lasts 2-3 minutes.

The creation of educational computer games (hereinafter referred to as OCI) is one of the important areas in the computerization of education. The combination of emotional appeal, which is inherent in the game, and audiovisual, computational, informational and other possibilities of computer technology has a great didactic potential that can and should be implemented in school practice.

In terms of their didactic orientation, the most common and effective games were designed to control and assess the knowledge and skills of students. In addition to them, there are a number of games used in the study of new material, as well as consolidating the past. Certain successes have been achieved in teaching preschoolers and younger schoolchildren: there are, for example, a number of educational programs that make it possible to acquaint children of this age with the concept of a computer, a computer program, mastering the keyboard, etc. A lot of computer games have also been created that are successfully used to develop reading, writing and counting skills.

Based on the foregoing, it can be argued that the introduction of educational games into the educational process is one of the most important tasks and requires serious psychological, pedagogical and methodological development.

Research problem. The research problem lies in the insufficient use of educational computer games in the educational process.

Object of study: the process of teaching schoolchildren using educational games.

Subject of study: the use of educational computer games for better assimilation and consolidation of knowledge in the informatics lesson in elementary school.

Research hypothesis: It is assumed that the use of educational computer games in computer science lessons improves the quality of education.

The purpose of the study: based on the analysis of the developed and conducted lessons, to identify the effectiveness of the use of computer learning games in the educational process.

Research objectives:

1.To reveal the concept of gaming technologies in education.

2.To study and analyze the literature on the topic under study.

.Consider educational computer games and determine their place in the lesson.

.Classify the types of educational computer games.

.Determine aspects of the use of computer games in the classroom.

.Design, conduct and analyze lessons using traditional teaching methods and using computer-based learning games.

theoretical and methodological basis studies are the work of the following authors: A.N. Winter, V.V. Shulepova, T.A. Ilyina, E.M. Minkin, G.K. Selevko, and others. The theory and practice of using computer learning games in computer science lessons at school is covered by the authors: S.A. Beshenkov, A.A. Kuznetsov, M.P. Lapchik, V.S. Lednev, N.I. Pak, A.L. Semenov, E.K. Henner and others

When solving the tasks set, the following research methods were used: study, analysis of literature on a given topic; comparison of educational and developing computer games; classification, experiment on the development and testing of the lesson using the OKI.

Theoretical significance of the study:

The use of gaming technologies in the educational process, their role and influence on the quality of children's education are considered.

The practical significance of the study lies in the fact that recommendations have been developed on the use of computer learning games that can be applied in teaching a course of computer science in a primary school.

The following is submitted for defense:

1.Development of recommendations on the topic "Algorithms" in the school course of computer science.

2.Development and testing of lessons on this topic.

Work structure: Graduate work consists of introduction, two chapters, conclusion, bibliography and appendices. The text contains 6 figures, 2 tables, 4 appendices, the bibliography includes 22 titles.

Chapter 1

1.1 Educational computer games, their role and place in the educational process

Currently, more and more different games of a supposedly educational nature are appearing on the market. But are all of them useful and acceptable for use in school? First, let's clarify what a "learning game" is.

An educational game is a complex systemic formation that allows different ways of presentation. It can act as an activity, as a process "weaving" into another activity, and as a special form learning activities. Each of these representations has its own scope of applicability.

It is known that the game, as a method of learning, has existed since ancient times, and was used widely enough to transfer experience from the older generation to the younger. At present, with a sufficiently large compaction of the material, an active and intensive educational process, gaming activity can be used in the following cases:

-as independent technologies for mastering a concept, topic or section of a subject;

-as elements of a larger technology;

-as a lesson (class) or part of it (introduction, explanation, consolidation, control);

Depending on how the teacher understands the functions of the game and classifies them, the elements of the game and learning are combined, and the place and role of game technology in the educational process also depends.

By type of activity, games can be divided into physical (motor), intellectual (mental), labor, social and psychological. By the nature of the pedagogical process, the following groups of games are distinguished:

a) teaching, training, controlling and summarizing;

b) cognitive, educational, developing;

in) reproductive, productive, creative;

G) communicative, diagnostic, professionally oriented, psychotechnical, etc.

The following components of the doctrine can be distinguished in the game:

motivational, cognitive, orientational, content-operational; value-volitional, evaluative.

Motivational - associated with the attitude of students to the content, the process of activity, includes the motives, interests and needs of students in the game.

Cognitive - includes the acquisition of new knowledge.

Orientation - includes the goals of educational and cognitive activity accepted by the students in the process of the game.

Value-volitional - provides a high degree purposeful cognitive activity, includes attention, emotional coloring of the game.

Evaluative - compares the results of gaming activities with the purpose of the game. In the process, self-management takes place.

All these components of the game are interconnected with each other, they cannot be separated from one another, since they all determine the structure of the game, the elements of which can be:

-tasks;

-game rules;

-game situation;

-plot;

-game actions and results;

The typology of pedagogical games by the nature of the game methodology is quite extensive - subject, plot, role-playing, business, simulation and dramatization games.

The gaming environment also largely influences the specifics of gaming technology: there are games with and without objects, desktop, indoor, outdoor, on the ground, computer and with TSO, as well as with various vehicles.

Spectrum of target orientations:

-Didactic: expanding horizons, cognitive activity; application of ZUN in practice; the formation of certain skills and abilities necessary in practical activities; development of general educational skills and abilities; development of labor skills.

-Educators: education of independence, will; the formation of moral, aesthetic and worldview attitudes; education of cooperation, collectivism, sociability, communication.

-Developing: development of attention, memory, speech, thinking, imagination, fantasies, creativity, empathy, reflection, the ability to compare, contrast, find analogies, optimal solutions; development of motivation for learning activities.

-Socializing: familiarization with the norms and values of society; adaptation to environmental conditions; stress control, self-regulation; communication training; psychotherapy.

Now let's define what a computer game is.

A computer game is a type of gaming activity, possibly using multimedia technologies, as well as virtual or, in other words, alternative reality technologies.

An educational computer game is a form of educational activity that imitates certain practical situations, which is one of the means of activating the educational process and contributes to mental development. OKI in all respects corresponds to the definition of a didactic game, which it is in essence, only organized at a higher level

OCI is characterized by two-dimensionality: on the one hand, the player performs a real activity, the implementation of which requires actions related to the solution of quite specific, often non-standard tasks, on the other hand, a number of aspects of this activity are conditional, allowing one to abstract from the real situation with its responsibility and numerous attendant circumstances. Through visualization and simultaneous influence on various sense organs, "getting used to the image" and other methods, it facilitates the assimilation of the material, activates cognitive activity.

It is well known that uncontrolled computer gaming activity leads to gaming, computer and Internet addiction. effective methods there is no cure for this kind of addiction in the present era. According to experts, these types of addiction are treated much more difficult than tobacco, alcohol and even drug addiction.

In the case of the competent use of sports and educational computer games under the guidance of a teacher, addiction does not occur. There are many reasons for this, we will highlight the main ones.

Firstly, in the educational process, games are used in a strictly regulated manner, taking into account age and individual characteristics.

Secondly, the area and role of the game in the lesson are strictly verified.

Thirdly, if computer game activity is combined with practical, real activity (duplicated, for example, by the process of additional awareness of game activity - analysis of game situations, etc.), then computer game activity does not lead to addiction.

It follows that if a child is actively involved in sports, such as football or chess, then the involvement of a computer game under the supervision of a teacher or parents as a means of professional development does not lead to undesirable consequences.

A child who learns the joy of OKI under the guidance of a teacher will choose the right computer games at home and wisely devote time to them.

It should be noted that such wonderful teachers as V.F. Shatalov, V.A. Sukhomlinsky, A.S. Makarenko teacher - psychologist V.V. Davydov, and the French physicist Louis de Broglie notes that even the simplest games have a lot in common with the work of a scientist.

Computer provides endless possibilities organize training in game form. So, for example, when studying a rather complex section of computer science - programming, it is possible to give a minimum amount of knowledge in the programming language being studied, providing reference materials and samples, and pose the problem of creating a simple computer game or vital program for students. Another approach when studying the "Programming" section is to present the learning process itself in a playful way. For example:

-to update the basic knowledge with the help of automated computer programs putting marks and analyzing errors;

-use puzzles when compiling listings;

-make mosaics when studying reference material;

-apply training and test tasks programmed in a game form;

-entrust the compilation of questions to test the knowledge of another student, followed by an exchange of questions;

-make a task with writing plans for documentaries, cartoons, presentations about programming in the language being studied;

-compose an assignment with presentations about programming in the target language, etc.

When compiling creative tasks, it is necessary to take into account the inclinations and capabilities of individual students. It is far from always possible to quickly reveal creative inclinations. In such cases, a smooth, gradual transition is needed from reproductive tasks to tasks with elements of creativity, and only then to full-fledged creative tasks.

An analysis of game programs for educational purposes shows that students are more interested in the case when the training program acts not so much as a strict teacher who evaluates every step of his student, but as a benevolent and unobtrusive assistant. Assistance is in the form of:

-hierarchies of subgoals for the successful completion of the game task;

-recommendations on key issues;

-answers to student questions interactive form when such a need arises;

-a traditional help system about the program with the ability to search for information by key terms, by sections, by the most frequently asked questions, etc.;

-emotional assessment of the actions performed in the background.

The number of emotional assessments should be sufficient to ensure, coupled with an arbitrary automatic choice in a certain category according to the game situation, to provide the illusion of a real, “thinking” teacher. Statements of the same type, standard, composed without taking into account age characteristics and the game situation, cause despondency, irritation and the effect of an obsessive assistant.

The duration of educational computer games should not exceed the duration of the period of effective work of the child in the lesson. For children of primary school age, the duration of the game should not be more than 3-5 minutes, for middle school students 10-15 minutes, and for high school students 20-25 minutes.

A significant role is played by the plot, characters and their role, visibility, effectiveness and dynamics of the learning game, which should contribute to the preservation of health, determine the manifestation of abilities and stimulate the desire to complete educational tasks. Influence plays an important role positive emotions the desire to perform exercises effectively and efficiently. When evaluating the impact of a computer program on a student, three types of criteria can be used:

-physiological (health);

-activity;

-emotional (comfort, convenience, acceptability).

The complaints of psychologists and physicians are caused by games with the imposed course of the game and games in real time, which allocate the time determined by the authors for the performance of the student's actions. In this case, individual characteristics are not taken into account, which leads to unsatisfactory results, nervous breakdowns and refusal to complete tasks.

It is recommended to alternate the game form of learning with other forms. At the end of the year, you can hold a student conference, where students will discuss the best projects, share experiences, both between students and between students and teachers.

Thus, self-esteem of students will increase, there will be additional incentives to study informatics not formally, but with an applied bias. In such cases, the game, articulated with research work, becomes prof. orientation work is an element of health-saving technology, and the learning process is meaningful and representative.

Of great importance for the organization of scientific research in gaming activities is the creation and implementation of mechanisms for public examination of proposed solutions. Among them, in addition to the student conferences already mentioned above, we can recommend:

-discussion of the current and final results of work on classroom hours, pedagogical and methodological councils, school website, school television, in periodicals;

-organization of interschool scientific and practical conferences with the involvement of students who took an active part in the development of educational games;

-involvement of scientists-teachers in the organization and conduct of research, followed by summing up;

-personal exchange of experience with teachers-innovators and scientists-educators;

-organizing teleconferences, live broadcast on educational television, on the air;

-conducting open lessons with the participation of student work, etc.

In computer science practical classes, students spend most of their time at the computer, which has an adverse effect on children's health. Therefore, a computer science teacher needs to plan a lesson in such a way as to divide teaching load on, of course, the necessary exercises performed directly on the computer and tasks that can be performed without his participation.

It should be noted that an educational and methodological complex has already been created for the course of informatics and ICT, its author L.L. Bosova. A methodological guide "Informatics Lessons in Grades 5-7" has been published, it not only contains various options planning, detailed lesson development, didactic materials, as well as answers, instructions for assignments in workbooks and textbooks. Its authors L.L. Bosov and A.Yu. Bosova.

The use of well-designed and adapted learning games for the given age groups brings a positive emotional coloring to the course of the lesson. Strictly adjusted field of application of educational computer games increases its effectiveness due to the intensification of the educational process.

Thus, from the listed conditions proposed above, it can be judged that gaming technologies are multifaceted, have their own specifics and influence on the teacher's pedagogical activity. All this will also be typical for computer educational games, as a special case of gaming technologies. Therefore, in further research, when considering the problem, one cannot but rely on the points highlighted in this paragraph.

1.2 The influence of educational computer games on the learning process of schoolchildren

Modern trends make their own adjustments to the conditions of society, affect the change in its specifics. Information technologies are being introduced into many structures of human activity, and also have a huge impact on such a sphere as education. The computer has firmly taken its place in the educational process. It is used for various purposes, influencing the methodology of conducting various disciplines.

Previously, it was considered that play technologies have a huge impact on children's learning. Taking into account the specifics of the modern impact of information technologies on the education system, the structure of gaming technologies is changing. At the same time, various aspects of the influence of gaming computer programs on the development of students, their mental and psychological health, thinking, and memory are considered. In the selected aspects, the opinions of scientists and teachers are divided: computer learning games in the educational process - what is it: benefit or harm? Some believe that their use is harmful, have negative aspects, while others suggest using them more often in educational activities, sometimes greatly overestimating their capabilities. But even the best computer educational game should be used in the learning process in right time, in right place(i.e. at the right stage of the lesson) and in the required amount, observing medical requirements.

A game is understood as a type of activity that is characterized by the interaction of players whose actions are limited by rules and aimed at achieving some goal.

A feature of computer games is that a computer acts as one of the players here.

In an educational computer game, one can acquire and consolidate knowledge, skills and abilities through activities according to specified rules. It is necessary to distinguish two components in them: training and game. In the lesson, one of the components may prevail, i.e. can be play while learning and learning while playing.

If the educational component prevails, then the game provides ample opportunities related to the perception of knowledge, its consolidation, and application. In the case of the predominance of the game component, the game can be used as a means for visualization and increasing motivation for learning.

All educational games can be divided into three types:

1.Coaching: reinforcing and controlling, practicing the child's skills.

2.Educational games are games that can help the student acquire new knowledge, skills and abilities.

.Educational games - games that help identify and develop various abilities and skills in students.

4.Combined games - games in which all of the above described types are intertwined.

Before using the game during the lesson, it is necessary to determine what type it belongs to, because. this can determine where it will fit in the lesson, where it will be more appropriate and more effective.

In the traditional lesson of learning new material, there are four main stages:

1.Knowledge update.

2.Introduction to new material.

.Consolidation of educational material.

.Control and accounting of knowledge.

Knowing the structure and levels of a computer game, you can fully realize its capabilities in the lesson.

Any computer game used by the teacher in the classroom must, first of all, be analyzed on the following issues:

1.At what stage of the lesson is this game used?

.Does the material contained in the game meet the requirements of the content and adequacy of the material, previously acquired knowledge, skills and abilities?

.Does the game provide feedback from the learner to the computer and the ability to adapt the acquired knowledge?

Such an analysis will allow the teacher to effectively and reasonably use computer learning games in the classroom, and not only as an informatics teacher, but also as a teacher of any other subject.

However, one should not forget about the psychological and pedagogical problems of computer learning, including computer games for educational purposes. There are three groups of psychological and pedagogical problems of computer learning.

The first group includes problems of a theoretical and methodological nature, the second - related to the development of teaching technology, the third - with the design of training programs.

The formulation and solution of the problems of each of the selected groups in relation to computer games has its own characteristics.

So, in addition to revising and clarifying many traditional concepts of educational psychology and didactics of solving problems assigned to the first group, it is also supposed to clarify ideas about the nature of the game and its psychological and pedagogical features.

The main requirement that should be taken into account when using the game in the educational process is that the achievement of game goals (winning, prize, record, etc.) implies the achievement of certain educational goals.

The second group of psychological and pedagogical problems is associated with the development of computer learning technology, that is, a system of tools and methods of their application that would allow the effective use of conceptual provisions in solving specific pedagogical problems. Two issues are of particular importance here. This is the management of educational activities and the clarification of the place and functions of the game in the educational process.

Management of educational activities should be indirect and delayed. Emphasis is placed on remarks general, wishes, metaphorical statements, etc. The measure of assistance provided to the student should be less than in solving non-game educational tasks. However, after the completion of an integral fragment, direct indications of the mistakes made, the optimal course of action, and the implemented strategy are also possible.

It is worth paying attention to the following two points:

1.Identification of a set of educational goals for the achievement of which the use of a computer game is most effective. The advantage of a computer game is usually associated with increasing motivation, stimulating initiative and creative thinking, involving almost all students in learning activities, acquiring the experience of cooperation and systemic representations, "structuring knowledge" that can be applied in various fields, combining them into a complex and balanced picture. peace.

2.This is the establishment of the optimal ratio between game and non-game forms of computer learning. With frequent use of the game, it “saturates” it, it becomes more and more difficult to maintain motivation.

Optimizing the ratio of game and non-game forms of computer learning is associated with the use of a computer game environment. It does not limit actions to a strict set of rules, it gives the child a large “field of independence” and the opportunity to choose between playing and not playing.

The design of training programs is a complex, multi-level process that has a systemic structure and acts as a link between the theory and practice of computer learning. The product obtained "at the output" of this process - a program written in a programming language or in machine code - implements certain ideas about the theoretical model and learning technology and, consequently, contains all the previous stages of the development of training computer programs in a filmed form.

The available approaches to the analysis and development of gaming computer games, as a rule, take as a starting point the game characteristics or features of the educational material on which the educational game is built and the effective assimilation of which it should contribute. At the same time, the specificity of the educational game as a special form of educational activity is not sufficiently taken into account. Moreover, it cannot be fully taken into account, since this requires reliance on a developed psychological and pedagogical theory of teaching educational games. Design - creative process which requires special training. This concerns not only the acquisition of special knowledge and skills, but the organization of collective activities with other developers of computer game programs. It is advisable to organize special training for design, designed for various professional groups of developers, programmers, teachers, psychologists, teachers, as well as pupils and students, which can be built in the form of creative training.

The study of a complex of problems associated with the development and use of a game using a computer for educational purposes is one of the most important directions in the study of computer learning. Therefore, an important prerequisite for the effective use of the game for educational purposes is to ensure - while maintaining the emotional attractiveness of the activity - the transition from indirect products of activity to direct ones, that is, perceived by students as the goal of their activity. The computer provides more options for meeting these requirements. With the help of a computer, it is possible to successfully implement educational games, the subject of which is the actions of students themselves, the way they reason, the process of forming strategies for solving a particular class of problems, and here there is the possibility of a rapid comparative assessment of various strategies, the implementation of the principle of free decision making.

Thus, it can be said that computer games do not yet have an unambiguous answer to the question of their place in the education of children, there are many open questions that have been little studied to date and require careful study. However, as with any other type of activity in the lesson, when organizing games, it is necessary to determine the type of game, the purpose and place in the lesson.

1.3 Classification of educational computer games

To choose the right game, you need to know the types of computer learning games and the impact of each of them on a person. Analyzing the software, we can say that computer games have great opportunities for the overall intellectual and emotional-personal development of children and their learning.

There are many programs specifically designed for teaching individual subjects: mathematics, fiction and speech development, native and foreign languages, etc. There are also entertainment programs that do not contain pedagogical tasks, but which can also be effectively used for educational purposes thanks to a variety of methodological techniques.

Currently, in a modern lesson, such a tool as a personal computer is widely used. In this case, a personal computer is a universal educational tool that can be used in educational and extracurricular activities that are very different in content and organization. It fits into the framework of traditional education with a wide use of the entire arsenal of teaching aids. A personal computer can contribute to the active involvement of the student in the educational process, maintain interest, and contribute to the understanding and memorization of educational material. Computer-assisted training should provide:

1.Feedback in the learning process;

2.Individualization of the educational process;

.Increasing the visibility of the educational process;

.Search for information from the widest sources;

.Modeling of the studied processes or phenomena;

.Organization of collective and group work.

According to the goals and objectives, educational computer programs are divided into illustrating, consulting, simulator programs, training control programs, and operating environments.

In a large assortment of children's educational programs, a large group of educational and developing computer games stands out, which are specially created for use in educational purposes. These are both separate programs and sets of programs, which are presented in the form of separate collections, packages, series - depending on the degree of their "commonness".

There are many different approaches to the systematization of computer games. The classification of games is needed not only for the convenience of the consumer: it is easier for teachers to navigate in all the richness of games if the headings immediately provide answers to questions like: “What games are there for a certain age of children?”, “What games contribute to the development of speech, logical, figurative or abstract thinking ?”, “Which games have the right images?”, etc. It facilitates the selection of the desired game according to various criteria.

Classification is also necessary for developers: it shows, for example, that there are still no games aimed at developing a particular ability in children, or games that would have characters needed for discussion. Games can be divided into subgroups based on different criteria: age, subject matter, level of difficulty of the game task, control complexity, tasks of developing mental abilities and other characteristics. But, first of all, all educational programs can be grouped into the following large classes: educational games, educational games, experimental games, diagnostic games, fun games.

Classification of computer games.

1.Educational games.

These are computer programs of an "open" type, designed to form and develop in children general mental abilities, goal-setting, the ability to mentally correlate their actions to control the game with the images being created, to develop fantasy, imagination, emotional and moral development. They do not have a clearly defined goal - they are tools for creativity, for the child's self-expression.

Programs of this type include:

-various kinds of graphic editors, incl. editors for creating images, “coloring books”, designers that provide the ability to freely draw on the screen with straight and curved lines, contour and solid geometric shapes and spots, painting over closed areas, inserting finished drawings, erasing an image, correcting a drawing in other ways;

-simple text editors for entering, editing, storing and printing text;

-"environment constructors" with a variety of functionality for the free movement of characters and other elements against the backdrop of scenery, incl. those that serve as the basis for the creation of "director's" computer games; "music editors" for entering, storing and playing simple (usually monophonic) melodies in musical notation;

-"fairy tale constructors", combining the capabilities of elementary text and graphic editors for the formation and reproduction of illustrated texts;

Such games involve many pedagogical methods of their use.

2.Educational games

These are game programs of a didactic (“closed”) type, in which it is proposed to solve one or more didactic tasks in a playful way. This class includes games associated with the formation of mathematical representations in children; with teaching the alphabet, syllable formation, writing through reading and reading through writing, native and foreign languages; with the formation of dynamic representations by orientation on the plane and in space; with aesthetic, moral education; environmental education; with the basics of systematization and classification, synthesis and analysis of concepts.

3.Games of experimentation

In games of this type, the goal of the game and the rules are not explicitly set - hidden in the plot or the way the game is controlled. Therefore, in order to succeed in solving a game problem, a child must, through search actions, come to an understanding of the goal and method of action, which is the key to achieving a general solution to the game problem.

4.fun games

Such games do not explicitly contain game tasks or development tasks (this is evident from the name of the group). They simply provide an opportunity for children to have fun, carry out search actions and see the result on the screen in the form of some kind of “micro cartoon”. This group, in particular, includes the popular series of programs such as "Living Books".

5.Diagnostic games

Games that develop, teach, experiment can be considered diagnostic, since an experienced teacher and, moreover, a psychologist can tell a lot about the child by the way they solve computer problems, the style of game actions. However, more strictly, only validated psychodiagnostic methods implemented in the form of a computer program are considered computer diagnostic methods. At the same time, such a program captures the specified parameters, stores them in the computer’s memory, then processes them and also saves the processing results on a disk, later these results are displayed on the display screen or on a printing device for interpretation by a psychologist) or such an interpretation can be pre-programmed and displayed automatically by computer. The diagnostic result can be displayed in the form of recommendations for kindergarten staff and parents.

This class of programs also includes computer methods for express diagnostics of various functional systems of the child's body, which make it possible to detect pathology, deviations from the norm in a matter of minutes and then send children with deviations for further examination or treatment to specialized medical institutions. Computer diagnostic programs can be used to:

-identifying the level of general mental abilities of children;

-assessment of the level of development of mental and psychophysiological properties of a person, such as memory, attention, perception, mental performance, intelligence, emotional state, neuropsychic status, as well as motor skills, speed of movement, etc.;

-revealing the creative abilities of children;

-determining the level of readiness of children to enter kindergarten;

-determining the level of psychophysiological and social readiness for children to enter school (physical development, morbidity, physical fitness, basic physiometric parameters of a growing organism, risk factors);

-express diagnostics of child's fatigue in the process of computer lessons;

-early diagnosis of deviations of children from normal development.

The model of the pedagogical process is divided into:

Knowledge Model

The main task of the study of knowledge models is to assess the sufficiency of the volume, depth, accuracy of the supplied educational material and to study questions about the relationship between the norm and assessments offered in the game and those that the teacher puts.

Let us present the main stages in the study of knowledge models.

1.At what stage in common system learning game applied?

Knowledge updating; familiarization with new material; consolidation of new educational material; control and accounting of knowledge.

2.What are learning goals underlying the game?

Acquisition of skills for solving simple problems; development of motor skills; formation of skills and abilities to analyze problem situations and make decisions; development of skills to build a sequence of logically correct actions; formation of a system of concepts aimed at the assimilation of theoretical material;

3.Does the educational material contained in the game meet the requirements of the scientific nature of the content, the adequacy of the material previously acquired knowledge, skills, visualization of the educational material.

4.Does the game meet the required degree of learning?

.Is the teacher satisfied with the grades offered by the game?

The learner model.

The main task of this stage is to consider the possibilities of individualization of education, taking into account the psychophysiological characteristics of students. When examining the learner's model for the game, the teacher should find out whether the game provides feedback from the learner to the computer and the possibility of adaptation. If the presence of feedback on the structure of the game allows the teacher to have information about how the student solves the learning tasks proposed to him, then this type of feedback is called knowledge of the result. If, in addition to this, it is possible to find out what difficulties the student is experiencing, their causes, and also what auxiliary learning influences provide correct solutions to problems, then we are dealing with information feedback.

The adaptive game can respond and, if necessary, automatically change the correctness of the student's answer, the study time, the background of the student's work, the individual characteristics of the student, determine whether the game provides assistance, a system for repeating educational material.

The following stages of the learner model can be proposed:

1.Determination of the degree of mastery of the material at the moment.

2.Is the requirement of activity and consciousness of students in the process of playing fulfilled?

.Are the psychophysiological characteristics of the student taken into account?

.What type of feedback does this game provide? Knowledge of the result informational feedback.

.Which stage is adapted by the game?

Management model

The main goal of this stage of the study is to study the features of interaction between a teacher and students in the process of working with a computer game.

We single out the following main stages of the study of the management model:

1.Does this game match the nature and method of presenting educational material with the required level of knowledge?

2.Which of the classical learning methods can the game support?

-Methods for acquiring new knowledge;

-Methods for the formation of skills and abilities;

-Methods for testing and evaluating knowledge, skills and abilities.

3.Does this game conflict with the form of teaching chosen by the teacher in this lesson?

4.Do the methods of control in the game correspond to the individualization of learning?

Such an analysis allows the teacher to reasonably use a computer game in the classroom.

If a computer game meets all the requirements, you can ensure that it is used with the greatest efficiency. But, unfortunately, the analysis of computer games showed that not all games meet the requirements. Therefore, it is important, after analyzing the lesson, to highlight those stages of the lesson that require additional consideration. In this case, the teacher will be able to correct the lesson using traditional teaching methods.

Thus, today there is a fairly wide range of computer educational games aimed at solving a particular range of problems. In order to decide which games to use during the educational process, it is necessary to decide what goal the teacher is pursuing.

1.An educational game is a complex systemic formation that allows different ways of presentation. In particular, it can act as an activity, as a process "weaving" into another activity, and as a special form of educational activity. Each of these representations has its own scope of applicability.

2.Gaming technologies are multifaceted, have their own specifics and influence on the pedagogical activity of the teacher.

.The design of training programs is a complex, multi-level process that has a systemic structure and acts as a link between the theory and practice of computer learning.

.A computer game is a type of gaming activity, possibly using multimedia technologies, as well as virtual or, in other words, alternative reality technologies.

.An educational computer game is a form of educational activity that imitates certain practical situations, is one of the means of activating the educational process, and contributes to mental development. Essentially, OKI is didactic game organized at a higher technical level.

.A feature of computer games is that a computer acts as one of the players here.

.All educational computer games can be grouped into the following large classes:

-educational games;

-experimentation games;

-training;

-combined;

-diagnostic games;

-fun games.

Chapter 2. The use of educational computer games in the educational process

1 Criteria for selecting educational computer games for the educational process

Almost all the developed countries widely develop computer learning technologies, including games. At present, the Russian Research Institute of IP has more than 150 training programs ready for distribution. The process of creating computer training programs and their use in education is becoming widespread. The advantages and disadvantages of a software product will be determined primarily by whether during its development answers were given to the following questions: who will use it? why? How much does it cost? In other words, today the quality of a software product for educational purposes is determined, first of all, by its consumer properties.

Like any educational material, educational computer games and programs should be evaluated by a combination of qualities.

What criteria should an educational computer game meet? What consumer properties of educational computer programs should it have?

Any OCI can be evaluated according to the following criteria:

1)saving students time by any additional graphical features or additional support included;

2)by the amount of information for inductive reasoning (due to the large number of tasks considered, the generator of examples, etc.);

)to provide opportunities for creating new teaching methods and modernizing the content of training courses; if possible, access to related fields of knowledge.

The methodological properties of the OKI are evaluated by:

1.ease of learning the program and working with it;

2.the adequacy of the language and notation used in the program of the subject area;

.compliance with standard interface requirements;

.openness, i.e. the possibility of expanding the range of tasks to be solved;

.impact on teaching methods, opportunities to improve teaching skills.

The quality of screen design is evaluated by conciseness, asceticism, academic style; on the validity of color solutions (including from the point of view of physicians, psychologists); on the optimal amount of information on the screen.

Economic feasibility is assessed by the range of intended users (market strength); on competitiveness; on openness for modifications and additions by subsequent versions and developments.

The user interface plays a special role in the consumer properties of educational software products. It should be interactive and convenient. The main factors that determine the convenience of the user in the dialog interface are:

a) Dialogue flexibility, i.e. the ability of the user to adapt the dialogue to their needs and adapt the system.

there is a lot of controversy for two main reasons: damage to eyesight and a large amount of cruelty and violence in the plots of games. Having studied many monographs and reports of modern scientists, we will highlight the main topics of discussion among teachers regarding games and the educational process.

Types of educational games

Computer games are not clearly divided into genres. For example, researcher Nicola Witton, based on the motive for which they were developed, divides games into 4 types:
1. Entertaining, modified for education (Ex. MineCraftEDU);
2. Special educational, from major developers;
3. Games created by teachers and students themselves.

The budgets of educational games, compared to commercial ones, are simply miserable. And it has a strong effect on them. appearance. Entertaining games compete for the attention of the gamer, which largely stimulates the development of the industry, but educational games are most often distributed exclusively and purposefully to schools. The issues of the aesthetics of educational games were even explored in a separate article devoted exclusively to this topic.

Commercial games tend to be quite complex and unforeseen. As for educational ones, they, on the contrary, should be predictable and simple so that their external form, plot, and additional information do not distract from the educational material.

How to choose the right educational game?

Almost ideal, according to experts, are those games that students create on their own. The fact is that in order to come up with something like this, you need to study the topic in detail. In this case, the teacher directs students to the sources necessary information and prevents errors. But the very idea and the whole process of the game is completely childish creation. The material being studied, therefore, will be remembered much better than when the child simply reads or hears it.

What genres of games are most suitable for pedagogical purposes? John Collick gives these examples: high school students would be best suited for real-time strategy games. As an example of a successful educational game, he cites the "Europa Universalis" strategy as a successful platform for learning history and geography.

Another interesting option for older students is that educational game in which you need to allocate limited resources. An example here is the FTL: Faster Than Light spacecraft simulator. And, of course, various MMORPGs that perform socialization tasks do not diminish the popularity.

Computer games and emotional intelligence

The unique ability to distinguish and understand a variety of emotions and feelings, using this information for one's own purposes, is called "emotional intelligence"
.
The emotional state of a person greatly affects what actions he performs. In games, various variations are being worked out for cases where the player can experience complex emotions. Some researchers in this context highlight such a key component as " crucible experiences". These are a variety of stressful situations, after which a person grows personally. Thanks to games, you can survive important moments and unpleasant circumstances.

There are other options, when they become for students a great illustration of the moral dilemmas that exist in the real world. It is mainly about such situations when there is a choice between what a person is obliged to do and breaking the rules for good. A classic game based on dilemmas and choices can be called "Dragon Age: Origins"

Computer games and pedagogy theory

Of course, computer games cannot be called real pedagogy. But even in the most popular commercial games in the world, you can find something in common with learning theories. This topic has been researched by the Schoolnet Corporation, which promotes the development of modern developments for education. Representatives of this organization compare computer games with the training cycle according to Kolb. When a player fails to pass one or another test, he thinks about the reason for the failure, then plans a sequence of actions that need to be done to win. As a result, the gamer independently evaluates the correctness of the choice made or the falsity of his assumptions.

Something similar is observed when dividing the game into complex and simple levels. At first, the game involves performing simple tasks using additional information. After, when a person is already fully acquainted with its rules, he is invited to become more independent and quick-witted to successfully complete the more difficult levels. Thus, computer games motivate a person to take responsibility for self-learning.

The use of educational computer games in the educational process of a comprehensive school

graduate work

1.1 Educational computer games, their role and place in the educational process

An educational game is a complex systemic formation that allows different ways of presentation. It can act as an activity, as a process "weaving" into another activity, and as a special form of educational activity. Each of these representations has its own scope of applicability.

As independent technologies for mastering a concept, topic or section of a subject;

As elements of a larger technology;

As a lesson (class) or part of it (introduction, explanation, consolidation, control);

a) teaching, training, controlling and generalizing;

b) cognitive, educational, developing;

c) reproductive, productive, creative;

d) communicative, diagnostic, professionally oriented, psychotechnical, etc.

The following components of the doctrine can be distinguished in the game:

motivational, cognitive, orientational, content-operational; value-volitional, evaluative.

Motivational - associated with the attitude of students to the content, the process of activity, includes the motives, interests and needs of students in the game.

Cognitive - includes the acquisition of new knowledge.

Orientation - includes the goals of educational and cognitive activity accepted by the students in the process of the game.

Value-volitional - provides a high degree of purposeful cognitive activity, includes attention, emotional coloring of the game.

Evaluative - compares the results of gaming activities with the purpose of the game. In the process, self-management takes place.

All these components of the game are interconnected with each other, they cannot be separated from one another, since they all determine the structure of the game, the elements of which can be:

Game rules;

game situation;

Game actions and results;

The typology of pedagogical games by the nature of the game methodology is quite extensive - subject, plot, role-playing, business, simulation and dramatization games.

Spectrum of target orientations:

Didactic: expanding horizons, cognitive activity; application of ZUN in practice; the formation of certain skills and abilities necessary in practical activities; development of general educational skills and abilities; development of labor skills.

Educators: education of independence, will; the formation of moral, aesthetic and worldview attitudes; education of cooperation, collectivism, sociability, communication.

Developing: development of attention, memory, speech, thinking, imagination, fantasies, creativity, empathy, reflection, the ability to compare, contrast, find analogies, optimal solutions; development of motivation for learning activities.

Socializing: familiarization with the norms and values of society; adaptation to environmental conditions; stress control, self-regulation; communication training; psychotherapy.

Now let's define what a computer game is.

A computer game is a type of gaming activity, possibly using multimedia technologies, as well as virtual or, in other words, alternative reality technologies.

It is well known that uncontrolled computer gaming activity leads to gaming, computer and Internet addiction. There are no effective treatments for this kind of addiction in the present era. According to experts, these types of addiction are treated much more difficult than tobacco, alcohol and even drug addiction.

In the case of the competent use of sports and educational computer games under the guidance of a teacher, addiction does not occur. There are many reasons for this, we will highlight the main ones.

Firstly, in the educational process, games are used in a strictly regulated manner, taking into account age and individual characteristics.

Secondly, the area and role of the game in the lesson are strictly verified.

A child who learns the joy of OKI under the guidance of a teacher will choose the right computer games at home and wisely devote time to them.

The computer provides endless opportunities to organize learning in a playful way. So, for example, when studying a rather complex section of computer science - programming, it is possible to give a minimum amount of knowledge in the programming language being studied, providing reference materials and samples, and pose the problem of creating a simple computer game or vital program for students. Another approach when studying the "Programming" section is to present the learning process itself in a playful way. For example:

Updating of reference knowledge should be carried out with the help of automated computer programs that mark and analyze errors;

Use puzzles when compiling listings;

Make mosaics when studying reference material;

Apply training and test tasks programmed in a game form;

Instruct the compilation of questions to test the knowledge of another student, followed by an exchange of questions;

Make up a task with writing plans for documentaries, cartoons, presentations about programming in the language being studied;

Compose an assignment with presentations about programming in the target language, etc.

Hierarchies of subgoals for the successful completion of the game task;

Answering the student's questions in an interactive form when such a need arises;

A traditional help system about the program with the ability to search for information by key terms, by sections, by the most frequently asked questions, etc.;

Emotional assessment of the actions performed in the background.

A significant role is played by the plot, characters and their role, visibility, effectiveness and dynamics of the learning game, which should contribute to the preservation of health, determine the manifestation of abilities and stimulate the desire to complete educational tasks. Not the last role is played by the influence of positive emotions on the desire to perform exercises effectively and efficiently. When evaluating the impact of a computer program on a student, three types of criteria can be used:

Physiological (health);

activity;

Emotional (comfort, convenience, acceptability).

Discussion of current and final results of work on class hours, pedagogical and methodological councils, school website, school television, in periodicals;

Organization of interschool scientific and practical conferences with the involvement of students who took an active part in the development of educational games;

Involvement of scientists-teachers in the organization and conduct of research, followed by summing up;

Personal exchange of experience with innovative teachers and educational scientists;

Organization of teleconferences, live broadcast on educational television, radio;

Conducting open lessons with the participation of student work, etc.

In computer science practical classes, students spend most of their time at the computer, which has an adverse effect on children's health. Therefore, a computer science teacher needs to plan a lesson in such a way as to divide the teaching load into, of course, the necessary exercises performed directly on the computer and tasks that can be performed without his participation.

It should be noted that an educational and methodological complex has already been created for the course of informatics and ICT, its author L.L. Bosova. A methodological guide "Informatics Lessons in Grades 5-7" has been published, it not only provides various planning options, detailed lesson developments, didactic materials, but also answers, instructions for assignments in workbooks and textbooks. Its authors L.L. Bosov and A.Yu. Bosova.

1.2 The influence of educational computer games on the learning process of schoolchildren

Previously, it was considered that play technologies have a huge impact on children's learning. Taking into account the specifics of the modern impact of information technologies on the education system, the structure of gaming technologies is changing. At the same time, various aspects of the influence of gaming computer programs on the development of students, their mental and psychological health, thinking, and memory are considered. In the selected aspects, the opinions of scientists and teachers are divided: computer learning games in the educational process - what is it: benefit or harm? Some believe that their use is harmful, have negative aspects, while others suggest using them more often in educational activities, sometimes greatly overestimating their capabilities. But even the best computer educational game should be used in the learning process at the right time, in the right place (i.e. at the right stage of the lesson) and in the right amount, observing medical requirements.

A game is understood as a type of activity that is characterized by the interaction of players whose actions are limited by rules and aimed at achieving some goal.

A feature of computer games is that a computer acts as one of the players here.

All educational games can be divided into three types:

1. Coaching: reinforcing and controlling, practicing the child's skills.

2. Educational games are games that can help the student acquire new knowledge, skills and abilities.

3. Educational games - games that contribute to the identification and development of various abilities and skills in students.

4. Combined games - games in which all the above described types are intertwined.

In the traditional lesson of learning new material, there are four main stages:

1. Actualization of knowledge.

2. Acquaintance with new material.

3. Consolidation of educational material.

4. Control and accounting of knowledge.

Knowing the structure and levels of a computer game, you can fully realize its capabilities in the lesson.

Any computer game used by the teacher in the classroom must, first of all, be analyzed on the following issues:

1. At what stage of the lesson is this game used?

2. What are the learning objectives behind the game?

3. Which of the classical learning methods can the game support?

4. Does the material contained in the game meet the requirements of the content and adequacy of the material, previously acquired knowledge, skills and abilities?

5. Does the game provide feedback from the learner to the computer and the ability to adapt the acquired knowledge?

6. Are the psychophysiological characteristics of the student taken into account?

7. Do the methods of control in the game correspond to the individualization of learning?

Such an analysis will allow the teacher to effectively and reasonably use computer learning games in the classroom, and not only as an informatics teacher, but also as a teacher of any other subject.

The first group includes problems of a theoretical and methodological nature, the second - related to the development of teaching technology, the third - with the design of training programs.

The formulation and solution of the problems of each of the selected groups in relation to computer games has its own characteristics.

Management of educational activities should be indirect and delayed. Emphasis is placed on general remarks, wishes, metaphorical statements, etc. The measure of assistance provided to the student should be less than in solving non-game educational tasks. However, after the completion of an integral fragment, direct indications of the mistakes made, the optimal course of action, and the implemented strategy are also possible.

It is worth paying attention to the following two points:

1. Identification of a set of educational goals for the achievement of which the use of a computer game is most effective. The advantage of a computer game is usually associated with increasing motivation, stimulating initiative and creative thinking, involving almost all students in learning activities, acquiring the experience of cooperation and systemic representations, "structuring knowledge" that can be applied in various fields, combining them into a complex and balanced picture. peace.

2. This is the establishment of the optimal ratio between game and non-game forms of computer learning. With frequent use of the game, it “saturates” it, it becomes more and more difficult to maintain motivation.

The available approaches to the analysis and development of gaming computer games, as a rule, take as a starting point the game characteristics or features of the educational material on which the educational game is built and the effective assimilation of which it should contribute. At the same time, the specificity of the educational game as a special form of educational activity is not sufficiently taken into account. Moreover, it cannot be fully taken into account, since this requires reliance on a developed psychological and pedagogical theory of teaching educational games. Design is a creative process that requires special training. This concerns not only the acquisition of special knowledge and skills, but the organization of collective activities with other developers of computer game programs. It is advisable to organize special training for design, designed for various professional groups of developers, programmers, teachers, psychologists, teachers, as well as pupils and students, which can be built in the form of creative training.

STATE EDUCATIONAL INSTITUTION

ADDITIONAL PROFESSIONAL EDUCATION

"DONETSK REPUBLICAN INSTITUTE

ADDITIONAL PEDAGOGICAL EDUCATION»

GRADUATION WORK

COMPUTER GAMES IN THE EDUCATIONAL PROCESS

Group Listener 3.2.7.

"Targets for the formation of cognitive and speech activity of preschool children in accordance with the State Educational Standard of Education"

Ermak Oksana Vladimirovna

educator senior group

MDOU "Nursery-garden No. 249 of the city of Donetsk"

Graduation Supervisor:

Galkina Elena Vasilievna,

methodologist of the remote department

education

2018

Content

Introduction ……………………………………………………….. p.2

and development of the personality of the child ……………………………...p. 3

space MDOU……………………………………..…p.4

2.1. The game is the main use of the computer in MDOU ... p. eight

2.2. Methodical methods of using computer

games in MDOU……………………………………………………p. eighteen

Annex 2…………………………………………………..p. 24

Appendix 3…………………………………………………..p. 32

Appendix 4…………………………………………………. page 38

List of used literature…………………………p. 44

Introduction

The use of information and communication technologies in the educational process in a preschool educational institution is one of the newest and most urgent problems in preschool pedagogy. The specificity of the introduction of a personal computer in the process of educating preschoolers in our country is that computers are first used in the family, then in a preschool institution (provided that they exist) - in conditions of collective education. The use of a computer as a means of educating and developing the creative abilities of a child, shaping his personality, enriching the intellectual sphere of a preschooler allows expanding the capabilities of a teacher, creates a basis for introducing children to computer training programs.

Target bterm paper : to study the features of the use of computer games in the development of preschool children.

Object of study : cognitive development preschool children.

In accordance with the purpose, the object of the study formulated the followingtasks :

To study the concept and essence of the game in MDOU, describe the impact of the game on the formation and development of the child.

Determine the classification of games and their characteristics.

To study the use of computer games in preschool.

Methods: theoretical analysis of the sources used, study of the material.

Practical significance: develop methodological recommendations for educators and teachers on the use of a computer in MDOU.

The concept and essence of the game. The influence of the game on the formation and development of the child's personality

What is a game?

One of the founders of Russian psychologyL.S. Vygotsky said that the basis of the game is an imaginary or imaginary situation.

In the game, the child for the first time carries out intellectual systematic work, with the help of images, loud speech, game actions, creates a plot and follows it. But most importantly, in the game, a preschooler learns to treat the world he has invented, as if it were a real one, with all seriousness. When playing, the child is always at the junction of the real and the game world, occupies two positions at the same time: the real one - the child, and the conditional one - the adult. This is the main achievement of the game. Occupying a certain place in the life of adults, for children the game has a special meaning. It is customary to call her a childhood companion. In preschool children, it is the main content of life, acts as a leading activity. The special significance of childhood lies in the fact that, with all its limited abilities, Small child, without suspecting it, solves the main task of his life - he determines his place, his path among people. And it is for its implementation that a role-playing game is needed. The game is of great importance in preparing for the future life.

What does play give children?

In this way,cWith the help of the game, the preschooler brings the inaccessible world of adults closer, filling it with his own experiences and ideas. No game. The full social development of a child at preschool age is impossible.

II . The use of computer games in the educational space of MDOU

The computer, being the most modern tool for information processing, can also serve as a powerful technical means learning, and play a role indispensable assistant in the upbringing and general mental development of preschool children. Psychologists note: the earlier a child gets acquainted with a computer, the less the psychological barrier between him and the machine, since the child has practically no fear of technology. Why? Because the computer is attractive to children like any new toy, which is how they look at it in most cases.

A separate place in the educational process of MDOU is given to computer games.

Computer games are a new type of developmental education.

Classes with the use of computer games are very interesting for preschoolers. They master the programs with great pleasure, achieving their correct solution. Computerization, gradually penetrating almost all spheres of life and activity modern man, makes its own adjustments and approaches to the upbringing and education of preschool children.

Domestic and foreign studies on the use of a computer in kindergartens convincingly prove not only the possibility and expediency of this, but also the special role of a computer in the development of the intellect and the personality of the child as a whole. Indeed, the computer, having a huge potential for gaming and learning opportunities, has a significant impact on the child, but, like any technology, it is not valuable in itself, and only in the interaction of the teacher, the child and the computer can a positive result be achieved.

Sharing the point of view of many researchers, Yarusova E.A. considers the main purpose of using a computer in a preschool institution to be the all-round development of the child, his preparation for life and activity in "computer reality", i.e. the formation of a positive emotional attitude towards the computer, the perception of it as an assistant in various activities, an understanding of its purpose and opportunities to achieve its goals.

Content and emotional preparation of children for solving gaming and didactic tasks on the computer;

Educational game on the computer;

Problematic communication with each child during the game;

Gymnastics for the eyes, exercises for fingers to relieve tension after playing on the computer;

Realization of newly received (after playing on the computer) impressions in the independent game of children.

Using the gaming capabilities of a computer in combination with didactic capabilities (visual presentation of information, providing feedback between curriculum and the child, ample opportunities to encourage the right actions, an individual style of work, etc.) allows for a smoother transition to learning activities in the future.

The features of educational electronic publications (EII) are distinguished for their use in the educational process of a preschool institution:

EEI for preschool children should have an intuitive interface, most often it is presented in the form of a multiplied menu;

EEI must necessarily contain sound accompaniment;

There must be correct feedback (both effective and consulting), presented both by graphic support and sound;

EEI should contain several different short-term educational games that correspond to age characteristics, as well as ensure compliance with sanitary and hygienic standards.

But there are also such EEIs that only to some extent have the identified features. The brilliance and dynamism of computer programs, musical arrangement, game form, general atmosphere benevolence and emancipation allows the child to play with enthusiasm, to experience the joy of learning, to discover new things. All this contributes to the development of creative thinking and imagination in children, forms cognitive motivation and reveals the individuality of each child.

The use of a computer makes it possible to bring the activities of the MDOU to a new, qualitative level, to update the content of the educational process, to ensure the quality of education of the pupil that meets modern state education standards.

It has been established that with an appropriate approach, many areas, tasks and content of educational work with children can be provided with developing computer games.At present, programs based on the use of computers have been developed and are being introduced into the educational process of MDOU. One of such programs is the program "Preschooler and Computer" for the additional educational cycle "Computer Games". The program is aimed at the competent use of a computer in the educational process of MDOU. The implementation of work on this program puts the child in a completely new, qualitatively different situation of development. Initially, it is possible to use computer developing and educational games "KID / Kid" of the Association "Computer and Childhood".

The main directions of the program are the issues of introducing a child into the world of a computer, the practical application of computer games as a system of didactic means of enriching the intellectual, aesthetic, moral, environmental and physical development of a preschooler.

Main educational goal introduction of a computer into the child's world is the formation of the motivational, intellectual and operational readiness of the child to use computer tools in their activities.

Computer games included in the system of ordinary games contribute to the improvement of education, the comprehensive development of the creative personality of the child.

In addition to normative upbringing and educational standards, kids show a higher level of "school readiness" and naturally enter the world of adults, into tomorrow.

The child develops:

perception, hand-eye coordination, imaginative thinking;

cognitive motivation, arbitrary memory and attention;

"sign function of consciousness";

arbitrariness, the ability to build an action plan, accept and complete the task.

He masters a new way, simpler and faster, of obtaining information, changes his attitude to a new class of technology and, in general, to a new world of objects.

Today there is no need to discuss whether computerization of special education is necessary or not. Life itself has put specialists before the problem of introducing computer technology into the system of special education.

Communication of preschool children with a computer begins with computer games, carefully selected taking into account age and educational orientation. Modern research in the field of preschool pedagogy K.N. Motorina, S.P. Pervina, M.A. Cold, S.A. Shapkina and others testify to the possibility of mastering a computer by children aged 3-6 years. As you know, this period coincides with the moment of intensive development of the child's thinking, preparing the transition from visual-figurative to abstract-logical thinking. At this stage, the computer acts as a special intellectual tool for solving problems of various activities. The higher the intellectual level of the activity, the more fully it enriches all aspects of the personality. The development of computer technology has left a certain imprint on the development of the personality of a modern child. The use of computers has big influence on the upbringing of the child and his perception of the world around him. The appearance of computer games makes it possible to significantly supplement the child's world and correct its development.

The problem of the influence of computer games on the development of preschoolers has been dealt with by many psychologists and teachers. At the origins of this work were scientists and specialists of the Center "Preschool Childhood" named after. A.V. Zaporozhets. Research by psychologists (S. Novoselova, G. Petku, and others) showed that the computer plays a special role in the development of the intellect and, in general, the personality of the child.

S.L. Novoselova noted that the introduction of a computer into the system of didactic means of a preschool institution can become a powerful factor in enriching the intellectual basis of the mental, aesthetic, social and physical development of a child. G.P. Petku's research notes the possibilities of game computer programs for organizing director's games. I.Yu. Pashelite proved that computer tools effectively enrich the system of developing didactics of a preschool institution, forming general mental abilities in children.

Computer games are the best environment for learning any kind of activity. The game is one of the forms of practical thinking. The ability of children to replace a real object in a game with a game object with the transfer of real meaning to it, a real action - with a game action that replaces it, underlies the ability to meaningfully operate with symbols on a computer screen. From this follows the conclusion that computer games should be inextricably linked with conventional games. One of the most important lines in the mental development of a preschool child is the gradual transition from more elementary forms of thinking to more complex ones. Thanks to the multimedia method of presenting information, the following results are achieved:

Children more easily learn the concepts of shape, color and size;

The concepts of number and set are more deeply comprehended;

The ability to navigate on a plane quickly arises and

in space;

Trains attention and memory;

They learn to read and write earlier;

Actively replenished vocabulary;

Fine motor skills develop, the finest coordination of eye movements is formed;

The time of both a simple reaction and a choice reaction is reduced;

Purposefulness and concentration are brought up;

Develops imagination and creativity;

Elements of visual-figurative and theoretical thinking are developing

Computer training for preschoolers should begin with the selection of educational and developmental programs and thinking through the organizational forms of working with children and their application, developing methods that use the capabilities of a computer in teaching. It is impossible to consider a computer in isolation from software and organizational forms of use. Currently, there are many programs designed to teach children mathematics, speech development, foreign languages, etc., as well as entertainment programs that can be used for educational purposes, thanks to methodological techniques. There are also educational computer games that are used only for educational purposes.

Specialists have developed a variety of educational programs designed for preschool children.

All gaming computer programs can be divided into groups based on:

Age category;

plot theme;

The level of difficulty of the game task;

The level of complexity of management;

Tasks for the development of mental abilities, etc.

Conventionally, four types of training programs can be distinguished:

training and control

simulation and modeling

mentoring,

educational games.

Programs of the first type are designed to consolidate skills and abilities. It is assumed that the proposed objects and concepts are already known to the child. These programs give children questions and tasks in a random sequence and count the number of correctly and incorrectly solved problems. If the answer is correct, the child may be given a reward (replica, prize object, transition to the next level, etc.). If the answer is wrong, the child can get help, a hint.

Programs of the second type are based on graphically illustrated possibilities, on the one hand, and computational, on the other hand, and allow a computer experiment to be carried out. Such programs provide children with the opportunity to observe a certain process on the display screen and at the same time influence its course by giving commands with the mouse or keyboard, setting parameter values.

Programs of the third type offer children theoretical material for study. Tasks and questions are used in these programs to organize a "man-machine" dialogue, to manage the learning process. So, if the answers given by the child are incorrect, the program can return him to re-learn the theoretical material. A common disadvantage of these programs is the high labor intensity of development, organizational and methodological difficulties when used in the real educational process of MDOU.

Programs of the fourth type provide the child with some imaginary environment, a world that exists only in a computer, a set of certain possibilities and means for their implementation.

But the most common pedagogical classification in the manuals on the use of computer games in preschool education is the following classification by Yu.M. Gorvitsa. In it, game programs are structured according to the "tree of goals" and are combined into three groups.

1. Educational programs (convergent, closed type) are aimed at teaching and consolidating knowledge in mathematics, native language in a playful entertaining form, give initial ideas about natural and social phenomena, etc.

2. Programs of a developing nature - stimulating the creative abilities of children, the ability to independently set game tasks, find means and ways to implement them (divergent, open type). These programs develop fantasy, thinking, memory, provide an opportunity for cognitive experimentation, free creativity, contribute to the development of independent and conscious creative activity. These include:

A series of story-directed games - aimed at developing the imagination, encouraging communication with peers and adults, collective action, promoting the development and correction of speech, providing powerful support for learning a second language;

A series of programs "Combinatorics" - develops logical thinking, forms an understanding of the cause-and-effect relationships of processes and phenomena, teaches decision-making in non-standard situations, incl. in games with hidden rules;

A series of programs "Construction" - is intended for the formation of the most important mental functions in a child associated with goal-setting, sensory development, mental creation of new objects from the proposed elements. They contribute to the development of imagination, fantasy, goal-setting, creative activity, the ability to independently achieve goals, enrich the arsenal of tools for children's design activities. They also form the ability to mentally orientate objects on a plane and in space. These programs go well with many other children's activities. Characterized by a high degree of variability of methodological techniques;

A series of programs "Classifiers", which contributes to the development in children of the principles of seriation, association, classification and systematization of objects according to one and several characteristics.

3. Programs of a diagnostic nature, they are:

Provide the possibility of operational diagnostics and training of various types of attention (supported, selective), memory (operational, long-term), perception and other mental properties with the issuance of results and recommendations on the screen and/or print;

Allows you to perform a qualitative analysis of the child's creative abilities;

They provide an opportunity to assess the readiness of children to enter kindergarten, to study at school.

In addition, the following categories of computer games can be distinguished:

Educational games;

Experimental games;

Fun games;

Logical games;

Computer diagnostic games.

A special role in the world of computer games belongs to educational and developmental games.

Educational games .

Developing programs are designed to form children's mental abilities, to develop fantasy, imagination, emotional and moral development. They are only a tool for creativity, for self-expression of the child.

Development programs include:

Graphic editors - "drawers", "coloring books", designers. Children have the opportunity to freely draw on the screen with lines, geometric shapes, spots, paint over closed areas, erase images;

Text editors for entering, editing, storing and printing text;

- "Director's" computer games - free movement of characters and other elements against the backdrop of scenery;

- "Music editors" for entering, storing and playing simple melodies;

- "Constructors of fairy tales".

Educational games.

These programs of the didactic type involve the solution of one or more didactic tasks. Educational programs include games associated with the formation of mathematical representations in children, with teaching writing, reading, and foreign languages. Also, these games form children's ideas of orientation in space, solve the problems of moral and aesthetic education.

The use of educational computer games allows the child to develop the ability to independently master the material. Educational games facilitate the understanding of information, while developing auditory, motor and emotional memory.

Experimental games.

In such games, the goal of the game and the rules are hidden in the story of the game and the way it is controlled. In order to succeed in solving a problem, the child must come to realize the purpose and method of action.

Fun games.

There are no game tasks and development tasks in fun games. Such games provide children with entertainment. The child performs search actions in order to be able to see the result in the form of some kind of "micro-cartoon". This group includes a series of programs "Living Books". Also fun games include adventure games (travelling, exploits, adventures), graphic toys (Tetris, "live pictures", etc.), training simulators (alphabet, keyboard simulator, etc.), etc. This category of games includes imitative game sports: football, volleyball, tennis, etc.; war games: naval battles, air battles, star wars, weapon games, etc.; hand-to-hand fights: karate, kung fu, taekwondo; professional games: rally, aircraft piloting, etc.

Logical games.

These games are aimed at the development of logical thinking.

This category of games includes:

Chess games: checkers, chess, etc.

Logic educational educational games: mazes, guess the number, word, tic-tac-toe, etc.

Computer diagnostic games.

Diagnostic computer games include developing, learning games and experimenting games. Computer diagnostic methods are psychodiagnostic methods implemented in the form of a computer program. Such a computer program captures the specified parameters, stores them in memory, processes the information and displays the result on the display screen or on a printing device. The result of the diagnosis of the child can be displayed in the form of recommendations for teachers and parents.

There are also programs in the form of computer methods for express diagnostics of the child's body. They allow you to identify pathology, deviations from the norm, in order to then refer the child for further examination or treatment in specialized medical institutions.

Playing computer games, the child learns to plan, build the logic of the element of specific events, ideas, he develops the ability to predict the result of actions. He starts to think before doing. All this means the beginning of mastering the basics of theoretical thinking, which is an important condition in preparing children for schooling. Computer games are built in such a way that the child can get not a single concept, but will get a generalized idea of all similar objects or situations. Thus, such important operations of thinking as generalization and classification are formed in him.

Computer games teach children to overcome difficulties, control the implementation of actions, and evaluate results. Thanks to the computer, learning to plan, control and evaluate the results of a child's independent activity becomes effective through a combination of play and non-play moments.

Computer games increase the self-esteem of preschoolers. Achievements of children do not go unnoticed by themselves and others. Children feel great self-confidence, visual-effective operations of thinking are mastered.

The use of computer games develops "cognitive flexibility", that is, the child's ability to find the largest number of fundamentally different solutions to a problem. Anticipation abilities also develop. The formation of elementary mathematical representations occurs on the basis of the construction and use of visual models by children. During the lesson, children learn to build subject models on a one-to-one correspondence of substitutes. Such a model makes it possible to visualize quantitative relations: the substitution of objects occurs by imposing or applying substituents, which contributes to understanding the meaning of substitution.

The novelty of working with a computer, which contributes to an increase in interest in learning and the ability to regulate tasks according to the degree of difficulty, encourage correct decisions, increase the child's motivation.

Computer games also help to eliminate the negative attitude towards the development of the child - failure, which is associated with misunderstanding, gaps in knowledge. Playing on the computer, the child gets the opportunity to complete the solution of the task to the end, relying on the help of adults. One of the sources of motivation for the child is the entertaining of the game.

Computer games allow you to change the ways of managing educational activities, immersing the child in a game situation. They also give the child the opportunity to request some form of assistance.

Computer games also contribute to the formation of reflection of the child's activities, which allows you to visualize the result of your actions.

The use of computer technology makes the game attractive and modern. There is an individualization of development and training, control and summing up.

Cognitive activity in the process of playing on a computer develops cognitive processes, such as thinking, memory, attention, imagination. S.L. Novoselova notes that in the course of the game activity of a preschooler, enriched with computer tools, mental neoplasms arise (theoretical thinking, developed imagination, the ability to predict the result of an action, design qualities of thinking), which lead to an increase in the creative abilities of children. The educational value of computer games for the development of the child is very high. The combination of drawing and computer creativity gives a very great effect. Children first try to depict an object, a phenomenon on a piece of paper, and then transfer it to a computer.

The use of computer games creates an emotional mood, has a positive effect on the development of the child. In a child, games arouse interest in new material, increase attention and reinforce previously known material. The use of computer games makes it possible to directionally form the high learning ability of children, starting from preschool age.

Children who play educational computer games are broad-minded: they have a well-developed understanding of the world around them, and it is more in line with the worldview of adults. Such developed children, as a rule, are ahead of their peers in mental development, it is easier to assimilate educational material, they are confident in their knowledge.

Working at a computer contributes to the development of fine motor skills of fingers and hand-eye coordination in a child. The child learns to correlate the movements of his hands with the results that he observes on the screen. Hand-eye coordination is the basis for mastering writing and drawing.

The abstract thinking of the child develops. During the game, the child begins to understand that it is useless to try to take objects on the screen - these are images. Most often, things and creatures in games are indicated by simple symbols and icons. Thus, the basis of abstract thinking is the formation of the ability to perceive signs and symbols. Abstract thinking is necessary for a child to understand schemes, equations, written words.

Most educational games are traditionally aimed at developing reading and numeracy skills, which will help in preparing for school entry, thus solving the issue of continuity between the preschool and junior school levels of the educational system.

The question of the possibility of using computer games as a means of developing the speech of preschoolers is also important. The influence of computer technologies on speech development has not received a special study, although many authors note the stimulating effect of computer games on the speech (dialogical) communication of preschoolers. The prospects of using computer games in the development of children's speech are evidenced by the observations of researchers and a generalization of the experience of their use.

Computer programs for preschool children with role-playing solutions help to draw the attention of children to the inner world of another, encourage them to put themselves in his place, and help overcome obstacles.

One of the main issues related to the computerization of preschool education is the study of the influence of a computer on the body, mental state and development of the child. As a result of studying the impact that a computer has on the well-being, performance and health of children, a safe mode was determined, the duration and methodology for organizing computer games in kindergarten were normalized, appropriate conditions were thought out and developed for organizing a child's "jobs", requirements for illumination of premises, recommendations for acquisition, installation and maintenance of equipment.

Only such computer programs and games that meet psychological, pedagogical and sanitary and hygienic requirements can be used in a preschool institution. To reduce fatigue under the influence of computer classes, the hygienic rational organization of the workplace at the computer is extremely important: furniture matching to the height of the child, optimal lighting, and compliance with electromagnetic safety. Computer equipment that is used in a preschool educational institution must necessarily have a hygienic conclusion (certificate) confirming its safety for children. In addition, it is recommended to be wary of a variety of entertaining computer games built on reckless, aggressive, monotonous actions and characters that have negative impact on the mind and character of the child. Computer programs for preschoolers must have a positive moral orientation, they should not be aggressive, cruelty, violence. The researchers note that the modern market is overflowing with a variety of computer games, the tasks of which do not include the education and development of children. These are all kinds of action, aggressive doom games, arcades, simulations, such games are not recommended for children.

It is now known that the computer has a great impact on the physical and mental health of the child.

Factors of the harmful effect of a computer on a child's body, which are used as an argument against the use of computer games:

Uncomfortable position of the body;

Radiation;

Impact on the psyche.

Let's analyze each of them in order.

This is one of the most important factors. Working on a computer can lead to a decrease in visual acuity. But if you competently approach the organization of the child's workplace, then nothing threatens his vision.

Uncomfortable body position.

Sitting at the computer, the child takes a certain position and does not change it until the end of the game - he looks at the monitor screen from a certain distance and at the same time keeps his hands on the keyboard. As a result long sitting in a stationary position, pains appear in the muscles of the neck, back, headaches, the joints of the hands hurt, which can cause various diseases of the musculoskeletal system.

Radiation.

Modern monitors do not harm the eyes of a child. The system unit also does not emit anything dangerous. There is a small x-ray emission from the monitor, but it is several times lower than the natural radiation background, and therefore does not pose any danger

Impact on the psyche.

The computer requires a lot of concentration from the child, which does not happen in real games. How can mental stress be reduced? It must be remembered that breaks should be taken in the work, it is necessary to monitor the content of the game. It is considered safe for a child to look at pictures or photographs accompanied by sound. Drawing on a computer has a negative effect on the psyche and vision. the load is on the eyes. Also harm the child's psyche and vision moving on high speed small images. It is very difficult to relieve the tension of the child's body after long games.

Research conducted by medical professionals in Switzerland has shown that children who regularly play computer games have the following qualities:

In dealing with children, they do not feel distance, they do not know how to enter into deep personal relationships.

Computer games should begin to play a certain role in the lives of children only after the volitional and emotional spheres are formed.

Untimely and improperly organized introduction of a child to computer games can often lead to the development of certain features. personal qualities:

speech as a way of communication remains primitive;

the ability to highlight the main meaning of the text read is reduced;

in oral communication, it is difficult to encourage a child to create his own fantasies, more often he has standard visual images and associations;

change in the emotional sphere;

the appearance of anxiety and emotional instability;

the development of the will is disturbed, since the child, sitting in front of the screen, cannot act actively and imitatively (as is required at a younger age.)

The function of setting game tasks is completely regulated by a computer game and the element of independent activity, the child's creativity falls out. And the child in real life is either unable to independently set game tasks, set goals for himself, or experiences significant difficulties with this.

Computer games, like some fantasy games, on the one hand, allow you to simulate situations that are inaccessible to a preschooler in Everyday life. But, on the other hand, these games can acquire a pathological coloring, as a result of which the child, as it were, acquires another, but already virtual life, where he has the opportunity to fight aliens, have several lives, etc., which he will never face in real. Experiencing during the day this or that situation that occurred in a computer game, the child thereby relegates real life events to the background.

The introduction of a computer into the educational process of a preschool institution can become a powerful factor in enriching the intellectual, aesthetic, moral and physical development of the child, and can increase the overall level of educational work in the MDOU. The computer is a complex object of knowledge, which makes higher demands on the organization of the child's activities. Computer games should not be isolated from the pedagogical process of the kindergarten. They can be offered in combination with traditional games and learning, not replacing regular games and activities, but supplementing them, entering into their structure, enriching the pedagogical process with new opportunities. This will reduce the disadvantages of using computer games in the educational process.

Entire developing computer programs have been developed for use in a preschool institution. All of them include computer games containing educational, training, developing components. There are both separate programs for teaching writing, counting, for the development of speech, for the development of creative abilities, etc., and developing programs of a general developmental type. A distinctive feature of such programs is that they do not contain computer games of an entertaining nature. These programs include games for the development of thinking, attention, perception; for teaching counting, writing; logical games; and many others aimed at the intellectual and personal development of the child.

We have selected a complex of developing and educational computer games for carrying out experimental work. It includes logic games, and games for the development of attention, memory, perception, other educational and educational games. All games are selected in such a way that they also contain an educational component. In the process of some games, the child needs to help the hero or heroes of the game, which instills in him compassion, kindness, and a sense of responsibility.

All computer games were grouped into blocks. Each block contains three games different orientation, duration and intensity. The time spent by the child at the computer during the game did not exceed 15 minutes. At the end, gymnastics for the eyes and finger gymnastics were carried out.

conclusions

Thus, the use of a computer in preschool education is possible and necessary, it contributes to an increase in interest in learning, its effectiveness, and the comprehensive development of a preschooler. Computer programs involve children in developmental activities, form culturally significant skills and knowledge. Today, computer technology can be considered the new way of transferring knowledge, which allows the child to study with interest, fosters independence and responsibility in obtaining new knowledge, develops the discipline of intellectual activity, and contributes to the comprehensive development of the child.

The game is a cognitive activity, it is a kind of practical form of reflection of the child about the surrounding nature and social reality. Thanks to the features game means reflection of reality, the child in the game for the first time joins abstract thinking.

Computer games are a new type of developmental education.

What is the use of computer games and why can't they be replaced by just didactic or story games?

Computer technologies save both the teacher and the child from hard routine work.

Select material of varying difficulty. A particular child can always be offered exactly what at the moment corresponds to his abilities and learning objectives.

With the help of simple actions during a lesson on a computer, you can change the measure of difficulty, the nature of the task, adequate to the capabilities of the most “difficult” child.

To make "visible" problems in the development of the child, which are difficult to detect in traditional education. Show how to transform identified problems into specific learning tasks.

To form in the child the process of comprehending their own pronunciation skills.

Sophisticated software is extremely easy to manage.

Many techniques that were successfully used earlier are now put on a computer basis and have received, as it were, a second development. From the point of view of a specialist, this is an opportunity to look at his work from a new perspective, rethink methodological techniques, enrich the knowledge and skills that he owns.

Classes on the computer and for the child himself create more comfortable conditions for successful exercise:

Computer technologies provide an entertaining form of experimentation, modeling, classification, comparison for the child.

There is an opportunity for children to master communication models with fictional characters of a computer program, as the main ones for mastering interpersonal communication.

The child learns to speak correctly, strives to correct the mistake he sees, looks for methods of self-control, focusing on attractive graphics.

Children get tired less, keep working capacity longer.

Looking at the monitor screen, the child himself sees the result of his work.

Depending on the individual voice modulations, each child always has the opportunity to change the sensitivity of the microphone so that the picture on the screen moves only when a certain voice is given.

The child's motivation increases in difficult work on pronunciation. He learns from the very beginning to evaluate his achievements in speech, to compare his pronunciation with the standard.

Thus, the use of a computer program increases motivation not only due to the game strategy on which the program is based, but also because the child receives approval, praise not only from adults, but also from the computer.

Attachment 1

Types of gymnastics for children when playing on the computer.

Gymnastics for the eyes

1 complex:

Each exercise should be repeated at least 6 times in each direction.

1. Horizontal eye movements: right-left.

2. Movement of the eyeballs vertically up and down.

3. Circular eye movements clockwise and in the opposite direction.

4. Intensive squeezing and unclenching the eyelids at a fast pace.

5. Diagonal eye movement: squint your eyes to the lower left corner, then move your gaze upward in a straight line. Likewise in the opposite direction.

6. Reducing the eyes to the nose. To do this, put your finger to the bridge of the nose and look at it - the eyes will easily “connect”.

7. Frequent blinking of the eyes.

8. Eye work "at a distance." Go to the window, carefully look at a close, clearly visible detail: a tree branch growing outside the window, or a scratch on the glass.

You can stick a tiny circle of paper on the glass. Then look into the distance, trying to see the most distant objects.

2 complex:

For the prevention of myopia

Starting position - sitting, each exercise is repeated 5-6 times.

1. Leaning back, take a deep breath, then, leaning forward, exhale.

2. Leaning back in a chair, close your eyelids, close your eyes tightly, open your eyelids.

3. Hands on the belt, turn your head to the right, look at the elbow right hand; turn your head to the left, look at the elbow of your left hand, return to the starting position.

4. Raise your eyes up, make circular movements with them clockwise, then counterclockwise.

5. Hands forward, look at the fingertips, raise your hands up (inhale), follow the movement of your hands with your eyes, without raising your head, lower your hands (exhale). The duration of a single workout is 3–5 minutes.

3 complex

Relieve eye fatigue

1. Look into the distance straight ahead for 2-3 seconds. Place your finger at a distance of 25-30 cm from the eyes, look at it for 3-5 seconds. Lower your hand, look into the distance again. Repeat 10-12 times.

2. Move the pencil from arm's length to the tip of the nose and back, following its movement. Repeat 10-12 times.

3. Attach a round mark with a diameter of 3–5 mm to the window pane at eye level. Move your eyes from distant objects outside the window to the mark and back. Repeat 10-12 times.

4. With open eyes slowly, in time with your breath, smoothly draw a “figure eight” with your eyes in space: horizontally, vertically, diagonally. Repeat 5-7 times in each direction.

5. Place your thumb at a distance of 20-30 cm from the eyes, look with two eyes at the end of the finger for 3-5 seconds, close one eye for 3-5 seconds, then look again with two eyes, close the other eye. Repeat 10 - 12 times.

6. Look for 5-6 seconds at the thumb of the right hand extended at eye level. Slowly move your hand to the right, follow your finger with your eyes without turning your head. Do the same with your left hand. Repeat 5-7 times in each direction.

7. Without turning your head, look to the lower left corner, then to the upper right. Then to the lower right, and then to the upper left. Repeat - 5-7 times, then - in reverse order.

4 complex:

Exercise for tired eyes

1. Inhale deeply, closing your eyes as tightly as possible. Tighten the muscles of the neck, face, head. Hold your breath for 2-3 seconds, then exhale quickly, opening your eyes wide as you exhale. Repeat 5 times.

2. Close your eyes, massage the brow ridges and the lower parts of the eye sockets in a circular motion - from the nose to the temples.

3. Close your eyes, relax your eyebrows. Roll your eyeballs from left to right and right to left. Repeat 10 times.

4. Place your fingertips on your temples, squeezing them lightly. Blink quickly and lightly 10 times. Close your eyes and relax by taking 2-3 deep breaths. Repeat 3 times.

5 complex:

The following exercises help improve blood and lymph circulation, eye nutrition and metabolic processes, and increase muscle tone:

1. Closing your eyes, rotate your eyeballs in a circle - first to the left, then up, right, down. Then in the opposite direction 4-5 times in one direction, and then 4-5 times in the other direction. Try not to squint.

2. With your eyelids closed, look first up, then down. Repeat 8 times.

3. "Blink". Opening your eyes, you need to stare ahead for 30 seconds, then blink quickly, then again look motionless in front of you. Repeat 3 times.

4. "Movement V". Look first to the left, then up, then to the right, then lower your eyes, etc. Repeat 8 times.

5. Look at the tip of your nose and then into the distance. Repeat the exercise 8 times.

6. Eyes open, look ahead. Close eyes. Start alternately pressing the index and middle fingers of both hands on the outer corners of one, then the other eye. Repeat the exercise 2-3 times.

7. Close your eyes. Try to squint them, while the fingers of both hands offer resistance - the index fingers press on the outer corners of the eyes, the middle fingers on the middle of the eyebrows, the ring fingers on the inner corners of the eyes. Repeat the exercise 2-3 times.

8. Eyes closed. Try to "frown", that is, bring your eyebrows to the middle, overcoming the resistance of the pressing fingers, the position of which is the same as in the previous exercise. Repeat the exercise 2-3 times.

9. Eyes closed. Make a “fork” with the index and middle fingers, fixing the outer corners of the eyes. When moving your eyes all the way to the right, “wink” with your right eye, counteracting this with finger pressure. The same - to the left. Repeat the exercise 2-3 times.

6 complex:

1. Close your eyes tightly for 3-5 seconds, then open them. Repeat 6-8 times. Exercise strengthens the muscles of the eyelids, relaxes the muscles of the eyes and improves their blood supply;

2. Blink quickly for 15 seconds. Repeat 3-4 times. Exercise improves blood supply to the muscles of the eyes;

3.Close your eyes and massage your eyelids with a circular motion of your finger for 1 minute. Exercise relaxes the muscles of the eyes, improves their blood supply.

7 complex:

1. Close your eyes, strongly straining the eye muscles, at the expense of 1-4, then open your eyes, relax the muscles of the eyes, look into the distance at the expense of 1-6. Repeat 4-5 times;

2. Look at the bridge of your nose and hold your gaze at the expense of 1-4. Do not bring your eyes to fatigue. Then open your eyes, look into the distance at the expense of 1-6. Repeat 4-5 times;

3. Without turning your head, look to the right, fix your eyes on the count 1-4, then look into the distance directly on the count 1-6. Exercises are carried out in a similar way, but with fixation of the gaze to the left, up and down. Repeat 3-4 times;

4. Move your eyes quickly diagonally: up to the right - down to the left, then straight into the distance at the expense of 1-6; then left up - right down and look into the distance at the expense of 1-6. Repeat 4-5 times.

8 Complex:

Open your eyes - one, and close your eyes - two,

One, two, three, four, open your eyes wider.

And now they closed again, our eyes rested.

Finger gymnastics

1 complex

We played today

Our fingers are tired. (Active flexion and extension of the fingers)

Let them rest a little

And they will start playing again. (Shake your hands, then in front of you)

Let's take our elbows together,

We will start playing again. (Push your elbows vigorously)

2 complex

Hands raised and shook

These are trees in the forest. (Smooth swaying with raised arms)

Hands bent, brushes shaken. (Shaking hands in front of you)

Let's wave our hands to the sides, it's birds flying towards us.

How they sit down, we will also show

Wings folded back. (Horizontal hand movements).

3 complex

This finger is a grandfather

This finger is a grandmother,

This finger is dad

This finger is mom

This finger is me. That's my whole family.

4 complex

This house is for kittens: meow, meow.

This house is for puppies: woof, woof.

This house is for calves: moo

This house - foals: yoke-go.

This house is for tiger cubs: rrr

(fold fingers alternately from little finger to thumb)

Annex 2

Complex of computer games for preschool children

Game 1. Find a couple. A game from the Find a Pair series. You need to find a match between the items. Each item from one row needs to pick up the corresponding pair from another row. The game develops logical thinking and attention. The game is short in time, all children can easily cope with it.

Game 2. Dasha is a traveler on a puzzle bridge. Game for the development of logic. The hero of the game is Dasha. It is necessary to help Dasha get to the other side of the coast, for this you need to repair the bridge, which consists of puzzles. It also develops attention. It instills in the child the desire to help. For most children, the passage of this game is not particularly difficult.

Game 3. Who said "Meow?" colorful game, in which funny animals call to each other. It is necessary to listen carefully to which animal's voice will be heard, and you need to click on it with the "mouse". Where the question mark is a hint. To exit the hint, click on the question mark again. The game develops attention. All children are very easy to cope with the task.

Game 4. Select. A game consisting of several sets of pictures. It is necessary to highlight "everything alive." The game develops attention, logical thinking. For some children, this game was difficult, but most can easily cope with the game.

Game 5. Learning colors in the animal school. A very voluminous and rich online game that will help you learn colors together with forest dwellers and at the same time students of the animal school. The teacher is a smart goat. She will tell everyone what colors are called, how to distinguish them. The goat will give different tasks, you need to help the students complete them. This children's game will help you learn and consolidate all the colors of the rainbow in an easy way. The child watches how the animals learn and participates in learning himself. After all, students of the animal school sometimes need hints. It also develops attention and thinking. Not all children cope with this game at once. It contains several tasks of varying degrees of difficulty, for some children they cause difficulties.

Game 6. Forest walk. An online game consisting of 10 levels of varying difficulty. The child needs to collect a basket of mushrooms or berries. On the way, the child will meet various gifts of the forest - strawberries, blueberries, raspberries, blackberries, lingonberries, hazelnuts, acorn mushrooms. But not everything can be put in the basket. You can only click on the berries, mushrooms or nuts that are drawn on the basket. The game develops attention and logical thinking. A game of medium difficulty causes difficulties only for those children who have insufficiently developed attention or are easily fatigued.

Game 7. Shapes and Colors. Colorful online game. This game helps the child to learn shapes and colors, match shapes and colors. Game for the development of attention and logical thinking. Highly interesting game, although it causes difficulty in some children.

Game 8. We work out together with Khoma. A three-dimensional game in which you need to help Homa cope with tasks. The game develops logical thinking, teaches counting. Makes the child want to help the cute hamster. It contains several levels of varying difficulty, so some children do not cope with it right away.

Game 9. Guessing game with Bunny. This online game contains a block of puzzles. It is necessary to help Bunny solve riddles. The game develops memory, attention and logical thinking, enriches the speech of the child. Most children can easily cope with this game.

Game 10 An online game consists of a set of pictures. You must select an extra item from the row. The game develops logical thinking, attention and memory. Some kids don't always get the job done.

Game 11 Massive online game. The hero of the game is Kangurchik, who plays hide and seek with his friends. Introduces children to the inhabitants of Australia - Dingo, Wombat, platypus and other funny little animals. It is necessary to click on the letters in such a way as to complete different tasks in order to get one step closer to finding your lost son. The tasks can also include addition, subtraction, clicking on letters. Each location implies a different task. The game begins with the fact that a little kangaroo went on a journey, but lost all his friends along the way. The child will have to help him, along the way getting acquainted with the heroes of the game, when you hover the mouse over one of the characters, a window pops up with its description and main distinguishing features. Develops logic, attention, teaches counting, broadens the horizons of the child. Highly educational game, in children is of increased interest.

Game 12. "Remember and find". The game consists of a set of various pictures that replace each other. You need to carefully look at the picture for 5-10 seconds and remember it. Then close the drawing by clicking on the arrow and find the same one among other images. The game develops visual memory and attention. Children can easily cope with the task.

Game 13 Game from the series "Find the picture". Contains 15 tasks. A fragment of the picture is placed in the circle. You need to find out and indicate its place in the picture itself. The game develops attention, logical thinking. This game is very interesting for children, although it causes difficulties for some children.

Game 14. Find a shadow. A three-dimensional game in which the child has to find the right shadows for five funny little animals. You need to carefully look at the hero of the game, located in the center of the screen, and use the mouse to select his shadow from several similar options. Each correct answer will open the next exciting task. The game develops attention, logical thinking. For many children, the game turned out to be difficult, not everyone copes with the passage of this game.

Game 15. Count ducklings. A colorful game, the heroes of which are mother duck with little ducklings. The duck warned her children not to swim far from each other while swimming and always stay together. But the ducklings did not listen and swam away in different directions. Now mother duck cannot count her ducklings, and the child needs to help her with this! You need to count the ducklings in the picture and use the mouse to select the correct answer from the three options. The game develops attention, teaches counting, causes a desire to help mother duck. Most children do well with the tasks of this game.

Annex 3

Advice for parents on the topic

"Developing computer games"

The game is considered the type of activity most mastered by children. Both conventional games and computer games can be used as a means of education and inclusion in educational activities as a means of developing curiosity. Computer games are a relatively new type of creative games that include the use of computer game program tools. The development of television, and then the appearance of electronic toys and entertainment computer programs, gradually modified the forms of children's play. At this age, children develop imagination, which in turn develops thinking. However, the thoughtless use of computer games and toys can lead to the fact that people will grow up who prefer not to think, but to sort out impressions. Most preschool children who have a computer at home perceive it only as a toy. It is important that the computer becomes an assistant in learning, and not just a toy. It is known that children, and especially toddlers, when something new falls into their hands, do not think about what is inside, but simply press all the existing buttons. The same is true when playing on a computer. So experts believe that a bright picture on the monitor irritates the visual reflex, musical screensavers - the auditory reflex. And for some, this can be a substitute for life's emotions.

Existing computer programs help children develop memory, attention, learn something new about the world around them, introduce them to letters and much more. However, the modern market is full of a variety of computer games, the tasks of which do not include the education and development of children. This is a different kind of action, doom games of aggressive content, arcades, simulators. When choosing computer games for a child, parents should take into account the age of the child, and how such games will affect his development. Research conducted by medical professionals in Switzerland has shown that children who regularly play computer games have the following qualities:

They think in quick, ready-made associations;

Ask superficial questions without showing interest in answers;

Questions from adults are given superficial and stereotyped answers;

Speech as a mode of communication remains primitive;

The ability to highlight the main meaning of the read text is reduced;

In oral communication, it is difficult to encourage a child to create his own fantasies, more often he has standard visual images and associations.

At the same time, correctly selected computer games contribute to the development of cognitive and creative activity. The use of computer games allows children to engage in cognitive activities, makes it possible to reveal their personality. Reasonable use of computer games allows the child to be attentive and active, promotes the assimilation of the norms of mutual assistance. Education of cognitive interest in isolation from the education of the personality of the child is impossible. In order for a child to begin to form a cognitive interest, "soil" is needed. Both developing and educational computer games can be considered such "soil". It should be borne in mind that computer games should be introduced into the life of a child at a time when he has already mastered traditional activities - drawing, designing, perception. At the same time, it is very important that the child distinguishes computer games from reality.

Games that contribute to the development of thinking, memory, and attention have a beneficial effect on the development of the child.

Games for the development of memory. Children do not yet know how to memorize things and events as needed. The memory of babies works spontaneously, remembering only the most vivid and emotionally strong impressions. The game puts the baby in front of the need to remember something in order to use it during the game, and the colorfulness and unusualness of impressions facilitate this process and contribute to memorization. The most popular games of this class are, for example, games where you need to assemble a picture from small pieces, for which the whole picture is shown for some time. Or find and remove all paired pictures from the group, while all the pictures are closed, and you can open no more than two at the same time. Or remember the location of a group of objects, and then, when they are mixed, arrange them in their places or indicate the missing ones.

Very usefulgames that develop thinking child. Games help the baby gradually abstract from things that really exist in the world. The child learns to operate not only with real things that he can touch, but also with images. Here, games are good for finding a logical pair or distributing objects according to some principle. While playing, the child learns to plan, build the logic of the element of specific events, ideas, he develops the ability to predict the result of actions. He starts to think before doing. Objectively, all this means the beginning of mastering the basics of theoretical thinking, which is an important point, a condition in preparing children for schooling.

There are alsoprograms that contribute to the formation of sensory standards in a child , which, in turn, provide the formation of important mental qualities. In such programs, color or size standards are often hidden in some object, and the task of the child is to find the desired standard.

Classes of children on the computer are of great importance not only for the development of intelligence, but also for the development of motor skills. In any games, children need to control the computer: press certain keys with their fingers, handle the "mouse". This develops the small muscles of the hand and fingers, coordination of movements and orientation on the plane, which will further facilitate the assimilation of writing.

Also recommendedgames for the development of perception . For example, to assemble a picture from several parts, put the figures in their places, for example, collect a doctor's bag or settle animals in their habitats. Also, games are suitable where you need to find a "hidden" figure or object, or compare two drawings.

Active assimilation of knowledge, skills of artistic perception and performance by children is the necessary experience in which their creative self-expression will be fully developed, will be meaningful, rich. Games that require the child to use his creative qualities are useful. For example, create a character (if everything is done correctly, he comes to life), draw a picture of a certain content.

Programs for the development of memory, logic, thinking may be of interest not only to children, but also to parents. These entertaining games will help to form and consolidate thinking skills, develop the ability to memorize and analyze information. bright and colorful decoration games, extraordinary problem setting will improve thinking skills. There are many computer games that help prepare a child for school, teach and consolidate knowledge in school subjects.

Computer games teach children to overcome difficulties, require the ability to focus on a learning task, remember conditions, and perform them correctly. The ability to plan, control and evaluate the results of their activities develops. This is how arbitrariness develops in the behavior of preschoolers.

Computer games are so captivating that the child abandons all business and sits at the computer for hours. Indeed, computer games are created in such a way that it will be an interesting, exciting action that can keep you in suspense to the end. Very often in this regard, they talk about computer addiction. This is an important reason to limit the child in time. Limitations in working with a computer are associated primarily with the load on vision and the spine. But the child's body is not yet fully formed and is not ready for heavy loads. Excessive use of the computer affects the health of the child as follows:

Vision worsens;

Fatigue increases;

Headaches appear;

The spine is bent, scoliosis is acquired;

Pain in the back, neck, shoulders and lower back begins to bother;

Fingers get tired and start to hurt;

Inactivity can lead to poor health and even obesity;

Nervousness appears, sleep is disturbed.

All this is possible if the child sits at the computer for hours and does not take rest breaks. But, according to research, if a child goes to the computer for fifteen minutes a day 2-3 times a week, this will not harm his health in the least.

When accustoming a child to a computer, parents should explain to him that the computer is not a toy, and it should be used under the guidance of adults.

Basic rules when working on a computer (for a child):

1. The duration of classes using computer game programs for children of 5 years old should not exceed 7 minutes and for children of 6 years old - 10 minutes;

2. With poor eyesight, sit down at the computer with glasses;

3. Observe the distance from the eyes to the screen (50-70 cm);

4. The chair, seat and footboard of the preschooler's table should be installed so that the child's eye level falls on the center of the screen;

5. Observe the correct posture;

6. Do not work at the computer in the dark;

7. It is necessary to choose the genre of the game in accordance with the temperament and inclinations of the child. We need games that will not overload it;

8. After classes, gymnastics for the eyes should be done.

It is important to understand that computer games should be inextricably linked with regular games. If in an ordinary game a child displays reality with the help of substitutive, but real objects, then in a computer game, using a game program, relying on his imagination, create a game "video sequence".

The use of computer games that have a quality guarantee, full technical and methodological support in a rational combination with traditional types of games, will contribute to the formation of an original creative personality of a preschooler.

List of used literature

Gorvits.Yu.M. New information technologies in preschool education / ed. Yu.M. Gorvits. - M.: Linka-Press, 1998.-328 p.

Gorvits Yu.M. Why do kids need a computer? / Yu.M. Gorvits // Kindergarten from A to Z. - 2003.- No. 1. - P.126-130.

Gorvits Yu.M. Developing game programs for preschoolers / Yu.M. Gorvits // Informatics and education. - 1999. - No. 4. - P.100-106.

State educational standard for preschool education (Order of the Ministry of Education and Science of the DPR dated April 4, 2018 No. 287)

Children's games [Electronic resource] // Teremok [website]. URL:Games - For preschoolers [Electronic resource] // Children's joys [website]. URL:http://detskieradosti.ru/stuff/1-1-0-305 ]

Kozlova S.A., Kulikova T.A. Preschool Pedagogy: Textbook for students. avg. ped. textbook establishments. - 2nd ed., revised. and additional - M.: Publishing Center "Academy", 2000. - 416s.

Criteria for assessing the state of information security of children and adolescents [Electronic resource] // Roskomnadzor [website]. URL: ]

Novoselova S.L. The computer world of a preschooler. / S.L. Novoselova, G.P. Petka. - M.: New School, 1997. - 128 p.

Novoselova S.L. New information technology in work with preschoolers. Is it applicable? / S.L. Novoselova, G.P. Petcu, I. Pashelite // Preschool education. - 1999. - No. 9. - P.73-76.

Standard educational program of preschool education "From birth to school" / comp. Arutyunyan L.N., Sipacheva E.V., Gubanova N.V., Bridko G.F., Kotova L.N., Slave N.I., Golyaeva T.V., Gorbacheva L.V., Lipanova E. .I., / Order of the Ministry of Education and Science of the DPR No. 409 dated 18.08.2015)

Khodakov N. P. From point to landscape: methodical edition / N. P. Khodakova, Y. Brevnova. - M.: Obruch, 2012. - 112 p.

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Ministry of Education and Science of the Russian Federation

State educational institution of higher professional education

“Tobolsk State Socio-Pedagogical Academy named after V.I. DI. Mendeleev"

The use of educational computer games in the educational process of a comprehensive school

Introduction

1.2 The influence of educational computer games on the learning process

1.3 Classification of educational computer games

Chapter 2. The use of educational computer games in the educational process

2.2 Educational computer games and digital educational resources

2.3 Approbation of the introduction of a computer learning game into the educational process when studying the topic "Algorithms" in the main school

Conclusion

Bibliography

Applications

Introduction

Research problem. The research problem lies in the insufficient use of educational computer games in the educational process.

Object of study: the process of teaching schoolchildren using educational games.

Subject of study: the use of educational computer games for better assimilation and consolidation of knowledge in the informatics lesson in elementary school.

Research hypothesis: It is assumed that the use of educational computer games in computer science lessons improves the quality of education.

The purpose of the study: based on the analysis of the developed and conducted lessons, to identify the effectiveness of the use of computer learning games in the educational process.

Research objectives:

1. Expand the concept of gaming technologies in education.

2. Study and analyze the literature on the topic under study.

3. Consider educational computer games and determine their place in the lesson.

4. Classify the varieties of educational computer games.

5. Determine aspects of the use of computer games in the classroom.

6. Develop, conduct and analyze lessons using the traditional method of teaching and using computer learning games.

The theoretical and methodological basis of the study are the works of the following authors: A.N. Winter, V.V. Shulepova, T.A. Ilyina, E.M. Minkin, G.K. Selevko, and others. The theory and practice of using computer learning games in computer science lessons at school is covered by the authors: S.A. Beshenkov, A.A. Kuznetsov, M.P. Lapchik, V.S. Lednev, N.I. Pak, A.L. Semenov, E.K. Henner and others

Theoretical significance of the study:

The use of gaming technologies in the educational process, their role and influence on the quality of children's education are considered.

The following is submitted for defense:

2. Development and testing of lessons on this topic.

The structure of the work: The thesis consists of an introduction, two chapters, a conclusion, a bibliographic list and appendices. The text contains 6 figures, 2 tables, 4 appendices, the bibliography includes 22 titles.