CC BY
6Alyona Koryakina
Senior teacher, teacher of additional education in English at the Municipal Budgetary Educational Institution Child Development Center-Kindergarten №10 "Tullukchaan" of the city of Yakutsk, Russia
Abstract: The staff of Municipal Kindergarten #10 "Tullukchaan" from Yakutsk, Republic of Sakha (Yakutia), share their practical experience of how the participation in the Key to Learning program resulted in the development of not only children, but also teachers and kindergarten administrators, and the changes that occur in the trilingual educational environment.
Keywords: Trilingual educational environment, cultural tools, development of creativity and cognitive abilities
DOI:
THE IMPACT OF THE DIGITAL WORLD IN THE DEVELOPMENT AND LEARNING STRUCTURES IN EARLY
CHILDHOOD
Ana Nieves Rosa
Professor, University of Puerto Rico at Mayaguez Campus, Puerto Rico; e-mail: ana.nieves2@upr.edu
Abstract: More than three decades of scientific research have established a positive relationship between play and skill development in early childhood. Not only because of the activity that play generates, but also because play is part of the developmental situation of childhood. The virtues that play brings to the motor, cognitive and socioemotional development of the player are well documented when referring to traditional play, outdoor play and role play. However, the current situation of child development is largely digitized. This includes both the activity of play, as well as everyday interactions and learning tools. Thus, digital scenarios have become an important mediation tool with which our children interact. The impact of this developmental situation on the cognitive skills and abilities of the population is only recently beginning to be studied in comparison to the population's years of exposure to the digitized world. We will share some data on children's play literacy, the digitization of play spaces, and the amount of time our children spend in digital interactions. Given the increase of digital interactions in children's daily lives, their cognitive developments and skills are largely responsive to their life scenarios. Some have begun to give these generations the nickname of "digital natives". This name makes it possible to highlight the importance of the context on the development of the cognitive abilities of populations.
Keywords: digital context, situation of development, cognitive functions and early development DOI:
HOME-BASED LEARNING AND HYBRID LEARNING PROGRAMME FOR PRE-SCHOOLERS
Jeanne Yee
English Curriculum Leader (English language), Thailand
Gerry Gan
IT Consultant (Education), Thailand
Abstract: This presentation highlights our Kindergarten's efforts towards our goal of providing quality education and care for our children during the challenges and opportunities posed by COVID-19.
We 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
DOI:
