2022, 2

Komarova I.I. Kindergarten and risks of digital transformation

2022, 2 p. 4–15

Komarova I.I.

380

Relevance of the article. The topic of digital transformation is extremely relevant today, but its use in relation to young children, that is, from 0 to 8 years old, always raises many questions from those who are responsible for their health and development. Representatives of science adhere to diametrically opposite points of view on this problem. Some believe that technology harms children, others believe that since humanity has received a similar direction in development, despite the negative impact of digital transformation, its use is inevitable and children will have to immerse themselves in the world of technology. To answer the question of what is right and what is not, we have to understand in detail the processes taking place. However, the topic of digital transformation, the adoption of the Digital Transformation of Education program forces us to take urgent measures that are not always justified. Serious research is required to substantiate them.

The purpose of the study is to identify the manifestations of digital transformation in preschool organizations and systematize them, taking into account: the main directions of development of digital technologies that are used in the upbringing and education of small kids; research on children’s behavior, their physical condition, the development of cognitive and non-cognitive abilities depending on digital technologies; changing children’s preferences in the use of digital technologies depending on the digital transformation of society.

Description of the research progress. The research of information technologies has been conducted since 2000 and consisted in constant monitoring of foreign and Russian legislation on this topic, translation of publications, correspondence with authors, clarification of details.

The results of the study. As a result of the research, material was collected from surveys conducted by various foundations and universities on the use of new technologies by children.

Conclusion. At the present stage of development, the range of digital technologies that children use from an early age has greatly expanded. The approaches of the education system and the parent community have not changed. The threats that technology brings with it and that researchers and society have seen and recorded before have changed a lot.

Keywords: preschool education small kids digital transformation robots information and communication technologies media

DOI: 10.24412/1997-9657-2022-2110-4-15

Krivtsova T.V. Digital environment of a preschool educational organization: a space of new opportunities

2022, 2 p. 16–29

Krivtsova T.V.

571

Relevance of the article. During the period of restrictions associated with the spread of the coronavirus infection COVID-19, many preschool educational organizations are faced with the need to carry out educational activities in a digital format. Traditional forms of work with preschoolers were transferred to the format of remote interaction, which negatively affected the quality of educational activities and the involvement of subjects of educational relations. There was a need to transform educational activities, taking into account the age characteristics of preschoolers and the specifics of the implemented educational programs. The article describes the ideas on the basis of which it is possible to develop variable models for the transformation of educational activities implemented using the resources of the digital environment.

The aim of the article is to consider possible approaches to the development of the digital segment of the basic educational program of a preschool educational organization in the context of the possibilities for designing and implementing new formats of educational activities, alternative options for the formation of a developing subject-spatial environment, as well as family support in the context of the implementation of the digital segment of educational programs for preschool education.

Research methods. Expert analysis of the practice of kindergartens in the process of using the resources of the digital environment for the organization of educational activities with pupils.

The results of the study. Approaches and mechanisms were formulated on the basis of which it is possible to develop variable models of transformation of educational activities implemented using the resources of the digital environment, modernize approaches to the organization of the developing subject-spatial environment of a preschool educational organization and educational cooperation with the family in the process of mastering the child’s educational program of preschool education.

Conclusion. The content presented in the article may be of interest to teachers and educators of preschool educational organizations, specialists in the field of advanced training and professional improvement of teachers of the preschool education system, and form the basis for a professional discussion of issues related to the digitalization of preschool education.

Keywords: digital segment of the educational program of preschool education digital educational environment end-to-end mechanisms of preschool child development educational media product

DOI: 10.24412/1997-9657-2022-2110-16-29

Veraksa A.N., Chichinina E.A. Comparison of media use among senior preschool children before and during the COVID-19 pandemic

2022, 2 p. 30–39

Chichinina E.A. , Veraksa A.N.

389

The COVID-19 pandemic has significantly changed the conditions of life and in particular changed the way how adults and children use digital devices. Digitalization plays a big role in the development of preschool children. Therefore, it has become extremely relevant to study how preschoolers use digital devices in the new social conditions. This study aims to examine the use of digital devices before and during the COVID-19 pandemic lockdown period by children aged 6-7. In this study we compared answers to the interview in 2019 and in 2021. The first wave of survey was conducted in 2019 involving 417 children aged 6–7 years. And the second wave with the same interview was conducted in 2021 involving 495 children aged 6–7 years. According to our results, children in 2021 named more options of digital devices usage and those options are more varied comparing to 2019. In addition, children became significantly more likely to say that digital devices could be used for work and learning, and they themselves became more likely to use them for educational purposes. However, many digital practices have remained unchanged over the past two years. For example, children still mostly use digital devices to play games. Among the answers about favorite digital activities in 2021 were more frequent answers not only from the category of entertainment, but also from the category of «psychological tools». In 2021, there are more kids using digital devices every day and fewer using them only on weekends. During the pandemic, children were more likely to use digital devices with parents, siblings, and friends. As a result of this work, recommendations for parents on the optimal use of digital devices by preschoolers were clarified.

Keywords: preschool age COVID-19 pandemic digitalization digital devices media use screen time

DOI: 10.24412/1997-9657-2022-2110-30-39

Balandin D.L., Komarova I.I., Smirnova I.N. Monitoring of a child’s individual development (from birth to school)

2022, 2 p. 40–51

Balandin D.L. , Smirnova I.N. , Komarova I.I.

702

Relevance of the article. In the modern world, as a result of the rapid development of medicine and the possibilities of caring for children, the number of children with special developmental needs is sharply increasing. This leads to an increase in disability, especially in cases where it is not possible to identify developmental disabilities at an early age and begin to take action. This is facilitated by the model of medical care in which the doctor has limited time to monitor the child. Therefore, in working with small kids, there is a problem of non-detection of deviations in development arises. On the other hand, even when children who need special conditions are identified, there is a problem of inaccessibility of developmental and educational services to children with disabilities at an early age (from birth to 3 years); lack of conditions for the formation of an inclusive environment in preschools (large group size – up to 30 people; lack of specialists in preschools; lack of network mechanisms for interaction with the territorial system of early intervention; a large variety of educational cases, etc., in the absence of an assessment of the quality of these resources.

The aim of the article. Development of an automated system “Child’s World”, aimed at early detection of developmental disabilities through pedagogical, parental and medical monitoring.

Description of the research progress. Monitoring was based on teachers’ observation over the behavior of children in nurseries and kindergartens and fixing of the results of the teacher’s observations of children in the system. In addition to teachers, the children are monitored by doctors and parents. The self-learning system adjusts the scores depending on the increase in the number of participants in the system. Based on the data obtained in the system, a psychological and pedagogical commission is organized in kindergarten. If necessary, parents are advised to contact the Psychological, medical and pedagogical commission, where specifics of development is verified and recommendations are made for the conditions of the child’s education. An adapted program is being developed in the kindergarten, observations are continuing and their recording is being carried out. The system is adjusted no more than once every six months.

The results of the study. The project was supported by the Agency for Strategic Initiatives, adopted as a good practice and discussed at a meeting of ASI experts. In December 2021, the project was also presented at the meeting “Digital Transformation in Preschool Education” at the Analytical Center under the Government of the Russian Federation. The project is currently being tested. In parallel, the artificial intelligence system is being trained.

Conclusion. The Information system was developed with much more functionality than expected, including not only pedagogical monitoring, but also medical; teachers of three regions (Klin, Moscow region; Omsk; Kazan, Republic of Tatarstan) were trained in five educational complexes. Pediatricians and nurses were trained in five medical institutions. Parents, whose children participated in the testing, were also trained.

Keywords: preschool education individual child development monitoring digital transformation information system medical care

DOI: 10.24412/1997-9657-2022-2110-40-51

Boytunova S.I., Maksimova S.V. The National Library is a resource base for kindergartens

2022, 2 p. 52–57

Boytunova S.I. , Maksimova S.V.

500

Relevance of the article. Today, the questions of educational content are very acute for a number of reasons. The main reason is the gap between the technical capabilities of the education system and the fact that the main educational content is managed by the cultural system. Understanding education as the assimilation of cultural norms, we realize the importance of not only free access to cultural content, but also the need to present cultural content in an accessible way for the education system. Today this is not the case and a lot of work is required to overcome the identified gaps.

The aim of the article is to present the experience of building interaction between the head library (an institution of the cultural system) and preschool institutions (an institution of the education system) of the Republic of Sakha (Yakutia).

Description of the study. This collaboration is dictated by the generic functions of the national library – collection, storage, organization of wide use by society and preservation of the entire documentary heritage of the region for transmission to future generations. Currently, libraries are actively developing electronic funds, the purpose of which is to provide remote access to electronic content, expand and develop of library information services in an electronic environment. Agreements have been concluded between the library and the preschool educational institution of the Republic, which allow each kindergarten visitor, starting from teaching staff, and ending with parents, to use the library’s resources. Thus, the library opens up a reading space for the kindergarten, and a kindergarten for the library.

The results of the study. To fix the pedagogical thought of Yakutia, the library has formed national collections of teaching aids, board games and cartoons created by kindergarten staff, both in traditional and electronic form. In turn, the library offers its educational resources for kindergartens.

Conclusion. Cooperation is proposed for distribution throughout the territory of the Russian Federation.

Keywords: national library digitalization electronic library preschool institutions cooperation national collections teaching aids board games cartoons

DOI: 10.24412/1997-9657-2022-2110-52-57

Kalabina I.A., Progackaya T.K. Formation of digital competence of older preschool children

2022, 2 p. 58–69

Kalabina I.A. , Progackaya T.K.

509

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.

Keywords: digital competence digital devices parents preschool children online risks

DOI: 10.24412/1997-9657-2022-2110-58-69

Atiles J.T., Almodóvar M., Chavarría Vargas A., Dias M.J.A., Zúñiga León I.M. International responses to COVID-19: challenges faced by early childhood professionals

2022, 2 p. 70–79

Zúñiga León Irma M. , Dias Maria J.A. , Atiles Julia T. , Almodóvar M. , Chavarría Vargas A.

283

The COVID-19 pandemic has caused a world crisis of an unprecedented nature. In March 2020, due to closing of non-essential private and public educational institutions, early childhood professionals had to quickly adapt and respond to the demands for social distancing, hygiene, new protocols and transition to online education. Alternatively, educators engaged in distance teaching and learning, when the families they serve lacked technological resources for online modalities. The present study examines how early childhood teachers in the United States and several Latin American countries are facing the challenges presented by COVID-19. The study clearly reflects the relevancy of the challenges faced by educators of young children, such as lack of preparation for distance teaching and learning, deficiencies in the pre-and in-service trainings to address the educational needs of young children distantly, and the need to work differently with caregivers. Teacher training and development should include the knowledge, skills, and dispositions necessary to successfully reconsider and participate in distance teaching and learning.

Keywords: distance education COVID-19 education gap early childhood teachers inequity

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