UDC 373.24

DOI: http://doi.org/10.15350/2409-7616.2024.1.52

Kubyshkin A.V.¹ (Orekhovo-Zuyevo, Russian Federation) – kub@ggtu.ru; Timokhina T.V.¹ (Orekhovo-Zuyevo, Russian Federation) – timohina.tv@mail.ru; Izmailova R.G.¹ (Orekhovo-Zuyevo, Russian Federation) – kafedra.pedfak@mail.ru; Merenkova D.E.¹ (Orekhovo-Zuyevo, Russian Federation) – dianamerenkova1979@mail.ru; Bulavkina E.B.¹ (Orekhovo-Zuyevo, Russian Federation) – antigona06@mail.ru

¹State University of Humanities and Technology

Abstract. The article is the results of a theoretical and applied study of the Department of Theory and Methodology of Primary and Preschool Education of the State Technical University, summarizing the work on the use of information and communication technologies with children aged 5 – 6 years in preschool educational organizations of the city. Orekhovo-Zuevo, Moscow region. The use of modern information and communication technologies in kindergarten is dictated by modern trends in the development of education. Information, communication, and technological literacy are currently developing competencies that every child needs to master, starting from preschool age. The purpose of the study was to theoretically substantiate and search for effective directions for the implementation of information and communication technologies in the development of speech in children of senior preschool age. In the course of the study, various positions of a number of researchers on the use of information and communication technologies in education were identified, the age from 5 to 6 years was determined, which is sensitive for the correct assimilation of norms and rules for working with various information and communication technologies. One of the main conditions for the development of speech of children of senior preschool age in preschool organizations is the organization of the speech environment, that is, the creation of conditions under which interaction takes place between adults and children using information and communication technologies, as well as constructive communication. Presented as the most effective technologies that involve the use of an interactive whiteboard and group portfolio in speech development. A conclusion is drawn about the effectiveness of the use of information and communication technologies, leading to an increase in learning productivity by creating suitable multifunctional states that increase the ability of a preschooler’s personality to assimilate information.

Keywords: preschooler, kindergarten, teacher, information and communication technologies, interactive whiteboard, portfolio, gaming activity, research.

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For citation: Kubyshkin A.V., Timokhina T.V., Izmailova R.G., Merenkova D.E., Bulavkina E.B. Use of information and communication technologies in speech development of senior preschool children. CITISE, 2024, no. 1, pp. 598-607. DOI: http://doi.org/10.15350/2409-7616.2024.1.52