THE USE OF EDUCATIONAL COMPUTER PROGRAMS IN CORRECTIONAL WORK WITH PRESCHOOL CHILDREN

The article clarifies the role, content and requirements for the selection of computer programs for correctional work with preschool children. The approaches in the pedagogical literature concerning the application of computers in preschool and primary school age are analyzed, namely: the use of computers for learning; the use of computers as a means for child’s cognitive development. To achieve the goal, methods of analyzing scientific literature and studying the scientific papers in this area have been used. Methods of empirical research presupposed conducting a questionnaire and survey: collecting data from preschool teachers on the importance of creating organizational and pedagogical conditions for the use of computer programs in correctional work with preschool children. The computer programs that are necessary for a speech therapist in preparing for classes are presented: PowerPoint, Paint, Adobe Photoshop, CorelDRAW, Word Text Editor. It has been established that the use of computer programs in correctional work with preschool children will be effective under the following organizational and pedagogical conditions: taking into account the age and individual characteristics of children; the use of personally oriented learning and a competency-based approach; increasing the level of motivation of children, their interest and stimulation of solving problem-oriented life situations that require children’s significant mental efforts; strengthening the developmental focus of the game; ensuring active interaction of all participants in the game activity. The general advantages of using computer programs in correctional work with preschool children have been formulated: a flexible combination of various methods, techniques and means of effective learning; intellectual development of children and all cognitive processes; development of creative imagination and stimulation of cognitive interest in preschool children; increasing the level of motivation when children can learn from their own experience and the experience of others in a specific matter; friendliness towards the teacher and each other; cohesion of the children's collective; development of the ability to critically assess the situation and predict the consequences of one's own activities, etc.