Ways of improving media literacy in pre-school institutions

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Ways of improving media literacy in pre-school institutions

Elmuradova Gulhayo Axmadjanovna

independent researcher of Journalism and Mass Communications

University of Uzbekistan

Summary

This article describes how to increase the media literacy in preschool educational institutions, including game technology, which involves preschool children in creative work, assignment, exercises and to help each child express themselves and communicate with modern media.

Keywords: media education, media training methods, game technology, mediatext, mediapedagogical activity, entertainment activities.

Аннотация

В этой статье описывается, как повысить медиаграмотность в дошкольных образовательных учреждениях, включая игровые технологии, которые вовлекают дошкольников в творческую работу, задания, упражнения и помогают каждому ребенку выразить себя и общаться с современными средствами массовой информации.

Ключевые слова: медиаобразование, методы медиаобразования, игровые технологии, медиатекст, медиа-педагогическая деятельность, развлекательная деятельность.

Game activity is an important prerequisite for developing children's personality traits and neoplasms and helps to develop attention, memory, thinking, inventions, and so on. Therefore, teachers and psychologists attach great importance to the use of gaming technologies in preschool education.

One of the most important pedagogical directions in today's socio-cultural context is media education. Since childhood, the child is actively learning the media, which is a common and well-known phenomenon [Chelisheva, 2013, p. 260]. Therefore, the culture of communication with the media becomes an important aspect of the educational process in the work of a modern kindergarten teacher. Numerous contemporary researchers (LS Bazhenova, E. Bondarenko, A.Fedorov, V. Chelisheva and others) play an important role in implementing media education in pre-school institutions. Methodological methods and methods of media education for preschool children are based on the use of modern entertainment technologies. The experience of Canada, the UK and other leading foreign countries is widely used in the media education of pre-school children. Interesting competitions and games, quizzes, joint creative projects, funny stories, poems or songs, playing small costume scenes, creating crafts and drawings are of great interest 'throws. It is no coincidence that in the media educational activities, there is widespread use of entertainment in the media, theatrical, roleplaying, storytelling, and other entertainment [Fedorov, 2001, C. 56].

During the implementation of a series of games and creative tasks, it includes elements of media history and mass media, and the main objectives of media education for preschool children can be successfully resolved. For example: Pre-school education institutions should create own media on certain topics. This can be done by writing small oral stories and performing scenes from famous poems and fairy tales. Because these tasks can cause certain problems for children, you can offer them the task of "storing in a circle". Children love to explore different stories and discover their outcomes for them. It is actively used in the media. In order to help children of pre-school age work and to help them in creating their own media, the group can play a role in the relationship between the same character in the media education process.

To do that, use the game "We play the role" (A):

1. Our small actors describe the main points of the conversation and the nature of the relationships that are characterized by various strange situations.

2. This task can be organized in small groups of 23 people.

3. In the process of synths you can dramatize the game, and its features are related to the absence of external attributes.

4. All objects and phenomena of a plot of land can be imaginary or replaced by simple objects of the object.

5. On the play-dramatization section, creative ideas and suggestions of participants can be included. For example, the media include "First Person" stories, episodes of the media, theatrical sketches, and others [Chelisheva, 2008, p. 71].

This task is typically not too difficult for preschool children, because the kids skillfully play the role of "Parents and Children", "Sellers and Customers", "Tram Drivers and Passengers" and others they are.

Common rules: Plays a certain role, the child enters into any image with his inner spiritual senses, such as a brave hero, a magician, a fair king, a heroic knight and a beautiful princess, a wise boy and so on. In addition, the child will be able to realize his creative potential, invent, imagine, develop social skills, learn how to manage the situation. Gradually, in the process of complicating game histories or rules, children tend to pay less attention to adults, more actively use experience, and begin adding many new creative elements to the game.

(B). Working with groups of 2-3 people. Each group prepares and realizes the episode of the media [Cheli- sheva, 2012]. Elements of development play a crucial role in the use of media materials to play forms of work with preschool children. For example, attention to media products and materials may vary greatly in games, shapes and characters. For example, if you watch a movie, you can adjust the child's attention simultaneously with the sounds, emotions, and emotions of the characters. An important help in this research can be the teacher's questions, such as "What's new in the frames?", "How did the sounds be heard?" Examples of such games can perform the following tasks: "Image outside the window" for that? and so on. For example, "Out-of-Window Picture" game exercises are aimed at developing tracking and attention. At the suggestion of the mediapedagogist, the kids are invited to look at the window in a matter of seconds and then tell them what they have seen. However, you should try to describe the exact words as possible, and the pictures taken outside the window. Then the task becomes complicated and children should imagine everything they have seen. "Why?" game screen, the ability to interpret the semantic content of the media. Here you can use pre-compiled photos for this movie. In order to play the game, children must place images in a particular sequence (appropriate for a particular plot). For example, consider this task in the material of the "Smart Girl" animated cartoon. Before the start of the game, the teacher can offer children a fantasy situation: "The brave girl is going to come to the Greek Cypriot side so that her father can see her again. But suddenly the wind fled and everything was interrupted. Organize your pictures so that a fairy tale will appear. In fulfilling this task, our young actors will rebuild the events and repeat the fairy tale and remember the most memorable moments. "On the new road - an ancient fairy tale" - another game that develops creative imagination, dreams, and artistic abilities of children will lead to positive emotions. The plot can be based on any movie. The task of the players is to show the famous fairy tales, such as "The Tiger and the Lion", "The little son", "The Horse and the Sniper", "The Palms of the Sun" and others. Usually, in the artistic and animated films, they describe the famous heroes and give them an indefinite assessment. If participants are selected for their character and description, such things as intelligent, kind, cheerful, boisterous, greedy can be invited to choose the appropriate attributes most appropriate.

There are other options for this task: when participants can access this fairy tale, the best way to tell them what they want to do is if they want to be friends. Preprimary educators are considered as spectators who are excited by the mediapedagogue, discovering various adventures in these fanciful situations. The goal of the game is to help you understand the semantic content of the "Learn and Play" media game. Children often involve their favorite movie characters, and they like to present what they see on a movie or television screen. Therefore, in the group, you can invite them to repeat the story of a fairy tale or to alter your own emotions with their illustrations, rather than describe the individual characters they see on the screen. (for example, adding new characters, etc.). After the end of the study, participants will take a thorough review of oral stories and try to recall the main episodes of the media. The goal of the "Impressive Tools Screen" is to introduce preschool children to expressive media used in the media (music, shapes, colors, movements, etc.). Comparing pictures and videos, children realize that the film is moving in the film, in contrast to shapes. Gestures are not just a feature of screen art, but are also a means to create an audiovisual image on the screen. For example, after learning by the pedagogue of the famous Uzbek folklore “State with Smart” children are invited to describe the main characters. Children have been working hard to prove the right of the country they are dealing with with the argument and have started legal proceedings. Characterization of the heroes, thinking about them, is especially important for the children of pre-school institutions.

In addition, the cadre movement also fills their vocabulary and learns how to behave. "What have we seen in the frame?" game function, monitoring, attention, imagination, and media development. Before the start of the game, the mediapedagog prepares the "Forms" from the smallest piece of paper. When the forms are ready for all the participants, you can offer children a new look at the game room: "Imagine that the viewers will look at the shape with you. Show and share things that are best for you around the world. When performing this task, children find a lot of interesting things in the usual environment. Functions and exercises in the media series can be included in a small quiz or contest program. For example, you can select the "Best Watcher" in the group. This selection involves demonstration of animations or fragments of children's artworks. Fragmentation will take place for a certain period of time (eg 1 minute) and then the contest participants will be asked: "What's the color of the main character?" Or "How many times have this or that mark appeared over this period?" etc. Winner becomes the best observer. [Chelisheva, 2008, p. 94].

Media play an important role in the development of imagination and interactions, as well as in the development of children's mental activities, allowing them to feel as researchers, creators, and intelligence. Engaging children of pre-school age with creative work, homework, exercises and so forth, involves the artistic process, helps each child to express himself, and cultivate a culture of communication with modern media. Therefore, regardless of the forms and attachments used in the organization of media training activities, mediapedagogical activities should be constructed as a single system and should be a set of objectives and pedagogical tasks. gaming preschool education creative

Media literacy is one of the most important conditions for the organization of the form of entertainment - the creation of a friendly atmosphere, the communication with the children's community of the medieval school. It is important that every particular media training plan will respond to children's interests and capabilities, acquire new knowledge, increase knowledge and develop creative potential.

References

1. Chelisheva I.V Parents for Media: Family Media Literacy Development. Scientific-popular edition / I.V. Chelisheva. Taganrog: tti WFP publishing house, C.

2. Chelisheva I. V. in the world of modern medical culture Rebnok / I. V. Chelisheva / / primary school of media: electronic scientific-pedagogical and cultural-educational magazine URL: (date of treatment).

3. Chelisheva I. V. Contemporary media education strategies in Russia: development of media and media development of the younger generation / V. Chelisheva / Chelyabinsk state university bulletin (313). Philology. History of art. Vyp. 81. Bilan.

4. Fedorov A. V. Media education: history, theory and technique / A.V. Fedorov. Jump to: navigation, search.

5. Muryukina E. V. Development of critical thinking of students of Pedagogical University within the framework of "Media education" specialization: education. university tutorial / Home Muryukin, IV Chelisheva. Taganrog: Long time Kuchma,

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