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4We will be sharing some of the observations and learning points we have experienced as we implemented and conducted a nearly 20-week-long Home-Based Learning Program and a 15-week Hybrid Learning Program.
Keywords: Home-Based Learning, Hybrid Learning Program DOI:
Social Media and the Internet: Influence on Personality and Cognition
DEVELOPING EXECUTIVE FUNCTIONS OF COGNITIVE ABILITIES IN THE FORMATION OF THE INFORMATION CULTURE OF PRESCHOOL CHILDREN
Yulia Batenova
Associate professor, Department of pedagogics and psychology of the childhood, Chelyabinsk Southern Ural state Humanitarian and Pedagogical University, Chelyabinsk, Russia; e-mail: batenovauv@cspu.ru
Abstract: Relevance. The increased pace of knowledge acquisition in the learning system determines the need to develop more effective educational practices compared to those traditionally established. Purpose: to establish quantitative and qualitative predictors of knowledge in the process of forming the information culture of preschoolers, which can be used as the basis for the activities of specialists in the field of preschool education to prepare educational information offered to preschoolers and ensure high results of their training. Methods: 1) theoretical analysis of research results presented in literary sources; 2) textual methods of knowledge extraction; 3) pedagogical experiment; 4) expert evaluation method; 5) mathematical and statistical processing of the results of pedagogical experiment. Selection. The psychological and pedagogical experiment involved 24 children (11 boys, 13 girls) of senior preschool age (6-7 years old) belonging to the main medical group. The experts were 3 preschool teachers with at least 20 years of work experience. The main results. The frequency of information presented to preschoolers contributed to an increase in the amount of knowledge they acquired. A decrease in the repitition of predicates in the text significantly reduced not only quantitative, but also qualitative indicators of the assimilation of the proposed educational material. An increase in the qualitative indicators of the knowledge acquired by preschoolers was expressed through the observance by preschoolers of a given sequence of sentences included in the proposed texts. The difference in the reproduction of the predicates perceived by preschoolers contained in the texts was 1.29 points, and the sequences were 1.83 points. Conclusion. Using the example of two texts during a psychological and pedagogical experiment, the possibility of applying the proposed solutions was demonstrated. This allowed us to conclude that it is advisable to use a universal method of constructing educational information in the process of establishing an information culture, particularly its cognitive component. In an empirical study, the cognitive abilities of children using psychodiagnostic methods were not studied, only the results of a pedagogical experiment were presented. However, this material, in our opinion, should form the basis of the activities of pre-school specialists in preparing educational information offered to preschoolers.
Keywords: Information culture, digital technologies, educational information, knowledge, volume, quantitative and qualitative predictors, preschool age
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