Kalabina I.A., Progackaya T.K. Formation of digital competence of older preschool children
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DOI:
10.24412/1997-9657-2022-2110-58-69
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To cite this article:
Kalabina I.A., Progackaya T.K. (2022). Formation of digital competence of older preschool children. Preschool Education Today. 2:16, 58–69 (in Russian). DOI: 10.24412/1997-9657-2022-2110-58-69
This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)
Abstract
Relevance of the article. Modern research confirms a decrease in the age of use of digital devices. By the older preschool age, most children have been using digital devices for several years. The involvement of preschoolers in the media space, the peculiarities of parental mediation of the use of digital devices by children make it necessary to work on the formation of digital competence of preschool children.
Description of the research progress. The article is based on a review of publications from Europe, Australia, America, Japan, Turkey and Indonesia from 2006 to 2021 and empirical data from a study of the features of digital competence of older preschool children conducted and published by the authors in 2021.
The results of the study. Older preschool children are active users of various digital devices, have a good command of the technical skills of using digital devices, but do not have formed ideas about their safe and effective use in everyday life. The main purpose of children’s interaction with digital devices is entertainment. Children can get the experience of using digital devices for their own education and development, which is necessary for the formation of digital competence, in preschool educational organizations. However, at the moment there are no relevant programs available to a wide range of teachers. Digital competence is considered as a person’s willingness to effectively and safely apply digital technologies in various areas of life. Within the framework of the proposed structure and content of digital competence for older preschool children, a description of the program for its formation is presented, an example of a lesson is given.
Conclusion. The concept of digital competence can be applied to the study of issues related to the interaction of older preschool children with the digital environment. The presented results and materials will help teachers in developing strategies for teaching preschoolers safe interaction with the digital environment.
References
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(2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use. Joint Research Centre (European Commission). https://op.europa.eu/en/publication-detail/-/publication/3c5e7879-308f-11e7-9412-01aa75ed71a1/langua...
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18. Dardanou, M., Unstad, T., Brito, R., Dias, P., Fotakopoulou, O., Sakata, Y., O’Connor, J. (2020). Use of touchscreen technology by 0–3-year-old children: Parents’ practices and perspectives in Norway, Portugal and Japan. Journal of Early Childhood Literacy, 20(3), 551–573. DOI: 10.1177/1468798420938445
19. Engen, T.K, Gixver, T.H., Gupmundsdottir, G.B., Hatlevik, O.E., Mifsud, L.M., Temte, K. (2014). Digital natives: digitally competent? Proceedings of society for information technology & teacher education international conference. Chesapeake, VA: Association for the Advancement of Computing in Education, 2110–2116.
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21. Furman, M., De Angelis, S., Dominguez Prost, E., Taylor, I. (2019). Tablets as an educational tool for enhancing preschool science. International Journal of Early Years Education, 27(1), 6–19. DOI: 10.1080/09669760.2018.1439368
22. Gralczyk, A. (2019). Smartphone and Tablet in the Everyday Life of Preschool Children: Impact and Educational Options in the Opinion of Parents and Teachers of Kindergarten. Social Communication, 5(2) 85–102. DOI:10.2478/sc-2019-0012
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24. Kalabina, I. A., Progackaya, T. K. (2021). Defining Digital Competence for Older Preschool Children. Psychology in Russia: State of the Art, 14 (4), 169-185. DOI: 10.11621/pir.2021.0411
25. Kolovou, S., Koutsolabrou, I., Lavidas, K., Komis, V., Voulgari, I. (2021). Digital games in early childhood education: greek preschool teachers’ views. Mediterranean Journal of Education, 1(2), 30–36.
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28. Magnusson, L. O. (2021). Digital technology and the subjects of literacy and mathematics in the preschool atelier. Contemporary Issues in Early Childhood, 0(0), 1–13. DOI: 10.1177/1463949120983485
29. Marklund, L. (2020) Swedish preschool teachers’ experiences from pedagogical use of digital play. Journal of Early Childhood Education Research, 9(1), 171–193. DOI: 10.1080/09575146.2019.1658065
30. Otterborn, A., Schönborn, K., Hultén, M. (2019). Surveying preschool teachers’ use of digital tablets: general and technology education related findings. Int J Technol Des Educ, 29, 717–737. DOI: 10.1007/s10798-018-9469-9
31. Özçakir, B., Konca, A. S., Arikan, N. (2019). Children’s geometric understanding through digital activities: The case of basic geometric shapes. International Journal of Progressive Education, 15(3), 108–122. DOI: 10.29329/ijpe.2019.193.8
32. Papadakis, S., Alexandraki, F., Zaranis, N. (2021). Mobile device use among preschool-aged children in Greece. Educ Inf Technol, 6, 1–34. DOI: 10.1007/s10639-021-10718-6
33. Park, Y. (2019). DQ Global Standards Report 2019: Common Framework for Digital Literacy, Skills and Readiness. DQ Institution. https://www.dqinstitute.org/wp-content/uploads/2019/11/DQGlobalStandardsReport2019.pdf
34. Petersen, P. (2018). Beyond borders – digital tablets as a resource for pre-school children’s communication in a minority language. Designs for Learning, 10(1), 88–99. DOI: 10.16993/dfl.87
35. Ralph, R. (2018). Media and Technology in Preschool Classrooms: Manifesting Prosocial Sharing Behaviours When Using iPads. Technology, Knowledge and Learning, 23(2), 199–221. DOI: 10.1007/s10758-017-9342-z
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40. Zulkifli, N., Novianti, R., Garzia, M. (2021). The Role of Preschool in Using Gadgets for Digital Natives Generation. Jurnal Pendidikan Usia Dini, 15(2), 221-238. DOI: 10.21009/JPUD.152.02
2. Батенова Ю.В. Психолого-педагогические основы моделирования информационного пространства современного дошкольника. – Челябинск: Издательство Южно-Уральского государственного гуманитарно-педагогического университета, 2017.
3. Бесшапошникова Е.Б., Родионова О.К. Использование современных технологий для развития познавательной активности дошкольников: из опыта работы // Педагогика в теории и на практике: актуальные вопросы и современные аспекты: сборник статей IV Международной научно-практической конференции, Пенза, 25 апреля 2020. – Пенза: Наука и просвещение, 2020. – С. 52–54.
4. Веракса А.Н., Бухаленкова Д.А., Чичинина Е.А., Алмазова О.В. Особенности использования цифровых устройств современными дошкольниками // Социологические исследования. – 2020. – №6. – С. 82–92. DOI: 10.31857/S013216250009455-3
5. Гордеева Е.О., Кирпичева Е.В. Инновационные технологии в дошкольном образовании: из опыта работы [Электронный ресурс] // Наука и образование. – 2020. – №3(4). URL: http://opusmgau.ru/index.php/see/article/view/2787/2788 (дата обращения: 26.02.21)
6. Короткова А., Верлина Ю., Цай Т., Никитина С., Сосновая С., Хохлова А. Дети. Медиапотребление. 2017. [Электронный ресурс] // Институт современных медиа. – 2018. URL: https://momri.org/wp-content/uploads/2018/08/momri.-deti_mediapotreblenie_2017.pdf (дата обращения: 23.01.21)
7. Крежевских О.В., Михайлова А.И. Цифровые технологии в дошкольном образовании: на пути к демократизации // Педагогическое образование в России. – 2019. – №9. – С. 60–70. DOI: 10.26170/po19-09-08
8. Миннуллина Р.Ф., Абубакирова И.Д., Шарифуллина Л.Р. Роль гаджетов в образовательной среде // Наука сегодня: задачи и пути их решения: материалы международной научно-практической конференции, Вологда, 31 мая 2017 года. – Елабуга: Маркер. – 2017. – С. 144–145.
9. Погожина И.Н., Сергеева М.В., Егорова В.А. Цифровая компетентность и детство – уникальный вызов 21 века (анализ современных исследований) // Вестник Московского университета. Серия 14. Психология. – 2019. – №4. – С. 80–106. DOI: 10.11621/vsp.2019.04.80
10. Прогацкая Т.К. Цифровая компетентность ребенка старшего дошкольного возраста: к постановке проблемы // ХIX Всероссийская научно-практическая конференция молодых исследователей образования: доказательный подход в сфере образования: тезисы конференции, Москва, 22–23 октября 2020 года. – М.: ФГБОУ ВО Московский государственный психолого-педагогический университет, 2020. – С. 671–673.
11. Солдатова Г.У., Нестик Т.А. Рассказова Е.И. Цифровое поколение России: компетентность и безопасность. 2-е изд., стер. – М.: Смысл, 2018.
12. Солдатова Г.У., Рассказова Е.И. Психологические модели цифровой компетентности российских подростков и родителей // Национальный психологический журнал. – 2014. – №2 (14). – С. 27–33. DOI: 10.11621/npj.2014.0204
13. Calvani, A., Cartelli, A., Fini, A., Ranieri, M. (2008). Models and instruments for assessing digital competence at school. Journal of E-learning and Knowledge Society, 4(3), 183–193.
14. Carretero Gomez S., Vuorikari R., Punie Y.
(2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use. Joint Research Centre (European Commission). https://op.europa.eu/en/publication-detail/-/publication/3c5e7879-308f-11e7-9412-01aa75ed71a1/langua...
15. Chaudron, S., Di Giota, R., Gemo, M. (2018). Young Children (0–8) and Digital Technology, a Qualitative Study across Europe. Joint Research Centre (European Commission). https://publications.jrc.ec.europa.eu/repository/handle/JRC110359
16. Common Sense Media. (2013). Zero to eight: Children’s media use in America. https://www.commonsensemedia.org/research/past-research-reports
17. Cortesi, S., Hasse, A., Lombana-Bermudez, A., Kim, S., & Gasser, U. (2020). Youth and Digital Citizenship+ (Plus): Understanding Skills for a Digital World. Berkman Klein Center for Internet & Society. http://nrs.harvard.edu/urn-3:HUL.InstRepos:42638976
18. Dardanou, M., Unstad, T., Brito, R., Dias, P., Fotakopoulou, O., Sakata, Y., O’Connor, J. (2020). Use of touchscreen technology by 0–3-year-old children: Parents’ practices and perspectives in Norway, Portugal and Japan. Journal of Early Childhood Literacy, 20(3), 551–573. DOI: 10.1177/1468798420938445
19. Engen, T.K, Gixver, T.H., Gupmundsdottir, G.B., Hatlevik, O.E., Mifsud, L.M., Temte, K. (2014). Digital natives: digitally competent? Proceedings of society for information technology & teacher education international conference. Chesapeake, VA: Association for the Advancement of Computing in Education, 2110–2116.
20. European Parliament and Council. (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Official Journal of the European Union. http://data.europa.eu/eli/reco/2006/962/oj
21. Furman, M., De Angelis, S., Dominguez Prost, E., Taylor, I. (2019). Tablets as an educational tool for enhancing preschool science. International Journal of Early Years Education, 27(1), 6–19. DOI: 10.1080/09669760.2018.1439368
22. Gralczyk, A. (2019). Smartphone and Tablet in the Everyday Life of Preschool Children: Impact and Educational Options in the Opinion of Parents and Teachers of Kindergarten. Social Communication, 5(2) 85–102. DOI:10.2478/sc-2019-0012
23. Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence – an emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655–679. DOI: 10.1007/s10639-014-9346-4
24. Kalabina, I. A., Progackaya, T. K. (2021). Defining Digital Competence for Older Preschool Children. Psychology in Russia: State of the Art, 14 (4), 169-185. DOI: 10.11621/pir.2021.0411
25. Kolovou, S., Koutsolabrou, I., Lavidas, K., Komis, V., Voulgari, I. (2021). Digital games in early childhood education: greek preschool teachers’ views. Mediterranean Journal of Education, 1(2), 30–36.
26. Konca, A. S., Erden, F. T. (2021). Digital Technology (DT) Usage of Preschool Teachers in Early Childhood Classrooms. Journal of Education and Future, (19), 1–12
27. Larkin, K., Lowrie, T. (2019). The Role and Nature of Digital Technology Use in Preschool STEM. Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia. Adelaide, Australia: Mathematics Education Research Group of Australasia, 69–72.
28. Magnusson, L. O. (2021). Digital technology and the subjects of literacy and mathematics in the preschool atelier. Contemporary Issues in Early Childhood, 0(0), 1–13. DOI: 10.1177/1463949120983485
29. Marklund, L. (2020) Swedish preschool teachers’ experiences from pedagogical use of digital play. Journal of Early Childhood Education Research, 9(1), 171–193. DOI: 10.1080/09575146.2019.1658065
30. Otterborn, A., Schönborn, K., Hultén, M. (2019). Surveying preschool teachers’ use of digital tablets: general and technology education related findings. Int J Technol Des Educ, 29, 717–737. DOI: 10.1007/s10798-018-9469-9
31. Özçakir, B., Konca, A. S., Arikan, N. (2019). Children’s geometric understanding through digital activities: The case of basic geometric shapes. International Journal of Progressive Education, 15(3), 108–122. DOI: 10.29329/ijpe.2019.193.8
32. Papadakis, S., Alexandraki, F., Zaranis, N. (2021). Mobile device use among preschool-aged children in Greece. Educ Inf Technol, 6, 1–34. DOI: 10.1007/s10639-021-10718-6
33. Park, Y. (2019). DQ Global Standards Report 2019: Common Framework for Digital Literacy, Skills and Readiness. DQ Institution. https://www.dqinstitute.org/wp-content/uploads/2019/11/DQGlobalStandardsReport2019.pdf
34. Petersen, P. (2018). Beyond borders – digital tablets as a resource for pre-school children’s communication in a minority language. Designs for Learning, 10(1), 88–99. DOI: 10.16993/dfl.87
35. Ralph, R. (2018). Media and Technology in Preschool Classrooms: Manifesting Prosocial Sharing Behaviours When Using iPads. Technology, Knowledge and Learning, 23(2), 199–221. DOI: 10.1007/s10758-017-9342-z
36. Ralph, R., Petrina, S. (2018). Social Learning with Mobile Devices in Preschool Classrooms. European Journal of STEM Education, 3(3), 12. DOI: 10.20897/ejsteme/3872
37. Swedish National Agency for Education. (2019). Curriculum for the Preschool: Lpfo 18. Skolverket. https://www.skolverket.se/getFile?file=4049
38. United Nations International Children’s Emergency Fund. (2017). The State of the World’s Children 2017: Children in a Digital World. https://www.unicef.org/media/48601/file
39. United Nations Committee on the Rights of the Child. (2021). Convention on the Rights of the Child. General comment No. 25 on children’s rights in relation to the digital environment. https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRC/C/GC/25&a...
40. Zulkifli, N., Novianti, R., Garzia, M. (2021). The Role of Preschool in Using Gadgets for Digital Natives Generation. Jurnal Pendidikan Usia Dini, 15(2), 221-238. DOI: 10.21009/JPUD.152.02