(2015) Science and education, 9,143-147. Odessa.
DOI:
Tetiana Pavliuk,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Pedagogy and Psychology
(Preschool and Special),
Rivne State Humanitarian University,
12, S. Bandera Str., Rivne, Ukraine
TRAINING FUTURE PRESCHOOL TEACHERS FOR APPLYING MULTIMEDIA TRAINING TOOLS IN THEIR WORK
SUMMARY:
The problem of training future preschool teachers to apply multimedia training tools in their work is of great relevance. In regulatory and legal framework, the need for applying multimedia training tools in educational process, including preschool education, is emphasized. The modern information-oriented society wants preschool faculty graduates to meet the following requirements: to have knowledge, abilities and skills of applying multimedia tools for both improving their own information competency and for forming information competency of preschool children. The scientists investigating the above mentioned problem have concluded that the priority task of higher educational institutions is to train a specialist, who is able to combine technological novelty with traditional training system at preschool educational institutions. Multimedia training tools are a part of a child’s life; they are of great importance in educational process intensification and in motivation to learning. Modern educators use the only multimedia tool, a computer. However, future preschool teachers should know how to apply other tools. Multimedia training tools make it possible to organize preschool child’s independent work, to control his/her actions. Moreover, child’s interest in learning is increasing, as long as the same material can be represented in different ways. Any material is perceived better, if more analyzers are involved. Multimedia training tools allow preschool teachers to affect different sense organs. Making a child involved in a game and providing didactic aid in the form of educational material with pictures and diagrams, the teacher can control his/her actions because the child is interested. It was concluded that training preschool teachers to apply multimedia in their work is at early stage of its development. Some training courses emerge (for example, “Computer-aided technologies in working with children”), which will make teachers able to use technical training tools. Thus, training future teachers to apply multimedia training tools in modern conditions is becoming more and more effective and in future will be able to meet the needs of information-oriented society.
KEYWORDS:
multimedia, training tools, computer, training, training future preschool teachers, preschool child, preschool educational institution.
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