THE USE OF INFORMATION AND COMMUNICATIVE TEACHING TECHNOLOGIES WHEN PREPARING CHILDREN FOR SCHOOL

The article is devoted to the problem of psychological readiness of senior preschool children for school, namely, the formation of psychological competence under conditions of global informatization of the modern world by means of information and communication technologies. The review of the researches on the influence of computer technology on the development of preschool children's thinking is presented in the article. Modern innovations contribute to improvement of the quality of learning and education and enable every child to successfully and quickly adapt to environment and social changes. Children's interest in computers is enormous; adult's task is to set it into the right direction, to teach children fundamentals of computer literacy that can be regarded as informational competence, gaining knowledge and abilities of using modern information and communication technologies. The latter contribute to the development of a schoolchild's informational competence; they are a powerful tool for the development of immature intellect. By the end of children's preschool period they should be psychologically ready for learning at school; the components of this competence beside informational competence are the following: intellectual, motivational, emotional and volitional readiness for school; readiness for communicating with peers and teachers. A child's psychological readiness for school is determined, first of all, by a preschooler's attitude towards the new social situation and the ability to communicate with new people and deal with new phenomena in a child's life, the ability to use modern informational and communicative means for satisfying their demands in interaction. Thus, considering preschool children's preparation for education in the modern world, it can be noted that the formation of informational and communicative competence includes knowledge, abilities and axiological attitude towards information and informational and communicative processes in the world around, which allow a child to be involved in available types of informational and communicative activity: cognitive, playing and others; the abilities to orient in informational and communicative space choosing an appropriate model of interaction etc. Informational and communicative competence is achieved by means of teacher's using informational and communicative technologies when working with children, which improves children's motivation to obtain new knowledge and make students familiar with the social world, create conditions for new means of educational influence.