CC BY
18FOSTERING PRESCHOOL TEACHERS' READINESS TO USE DIGITAL TECHNOLOGIES IN EDUCATIONAL
ROBOTICS
Natalya Prolygina
Professor, Maksim Tank Belarusian State Pedagogical University, Minsk, Belarus; e-mail:
proligina.natalja@yandex.by
Tatsiana Tsitavets
Associate professor, Maksim Tank Belarusian State Pedagogical University, Minsk, Belarus; e-mail:
t titovets@mail.ru
Abstract: Integration of ICT technologies and educational robotics into preschool education necessitates the emergence of new teacher training programs aimed at producing competent preschool educators who are ready to deliver high-level instruction to children. The objective of this paper is to describe methodology for the training of preschool educators to use digital technologies in educational robotics. The research relies on a comprehensive study of the literature, methods of theoretical induction and deduction, pedagogical modelling, empirical experimentation, and statistical data analysis (with 160 college students). The results of the research indicate that the methodically centered approach to training preschool educators is more efficient than the information-centered approach. The criteria for the readiness of future preschool educators to use digital technologies in educational robotics include the ability to harness children's motivation for engineering and design activities, manage the process of technical creativity of the child, and evaluate the results of technical creativity of the child. The paper presents new curriculum and extra-curriculum activities for college students aimed to enhance the quality of the educational process in a preschool educational institution via modern software. It is concluded that preschool teachers are not always able to organize robotics classes and develop a child's engineering ability, even when they master programming and ICT technologies, and therefore special training for managing children's technical creativity is required.
Keywords: ICT technologies, preschool education, teacher training, educational robotics, technical creativity
DOI:
INTERACTIVE SANDBOX AS A FOUNDATION FOR THE DEVELOPMENT OF THE CREATIVE POTENTIAL OF
A PRESCHOOLER
Ilona Rudneva
Psychologist, game developer, StandUp Innovations LLC, Chelyabinsk, Russia; e-mail:
picilona@yandex.ru
Abstract: The purpose of the study is to theoretically substantiate and experimentally test the pedagogical conditions for the development of the creative potential of preschool children by means of
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an interactive sandbox. The object of research is the process of developing the creative potential of preschool children. The subject of the study is the pedagogical conditions for the development of the creative potential of the personality of preschoolers by means of an interactive sandbox. Task: To determine the pedagogical conditions for the development of children's creative potential using information and communication technologies. The priority tasks all over the world are the training of highly qualified specialists with a high level of creative and mental activity of thinking. The modern educational environment is limited in technologies that create conditions for the development of a child's creative thinking. The interactive sandbox is a combination of sand and augmented reality. The child is not wholly immersed in the virtual world and interacts with it using natural material. Developing fine motor skills and tactile perception. The child becomes a creator. By changing the level of the height of the sand, they model the landscape in the sand space: rivers, lakes, mountains, volcanoes. The child goes from an idea to the use of auxiliary materials, with the help of which they create their own story. As a result, children develop initiative, creativity, speech skills, teamwork, the ability to think outside the box and create stories, and the ability to change the plot on the fly. According to the criterion of "Involuntary creativity", at the beginning of the school year, preschoolers mainly had a low and average level of development. 48% of children were found to have a low level, suggesting that it is difficult for children to make changes to the plot. 50% of children turned out to be at the average level. After the implementation of pedagogical conditions for the development of creative potential with an interactive sandbox, children developed the ability to change the plot of the game on the go. Thus, 52% of children agreed to the proposal to change something, reaching the average level. And 48% of preschoolers at the end of the school year showed the ability to change the plot on the go, showing ingenuity.
Keywords: preschool, mental activity, creative, fine motor skills
DOI:
MODERN TECHNICAL MEANS OF EDUCATION IN PRESCHOOL ORGANIZATIONS OF THE IVANOVO
REGION
Elena Shakirova
Teacher, Department of preschool and inclusive education, State Autonomous Institution of Additional Professional Education of the Ivanovo Region "University of Countinuing Education and Innovation",
Ivanovo, Russia; e-mail: cuclitsa@mail.ru
Abstract: Relevance. The modern educational policy of the Russian Federation is focused on the modernization of the content of education and the renewal of learning tools. Individual preschool organizations are actively acquiring and implementing a variety of electronic learning tools, but the overall picture of the staffing of kindergartens with this equipment is unclear. The purpose of the study. The study was conducted to study the equipment of preschool educational organizations in the Ivanovo region. Of particular interest was the opinion of managers on the expediency of using electronic learning tools in preschool education. Research methods. As a research method, an anonymous survey of heads of preschool educational organizations of the Ivanovo region using electronic forms was used. The survey was completed by the heads of 181 preschool educational organizations; 49% of the total number of kindergartens in the region. Main results. As a result of the conducted research, data were obtained on the number and name of the most common electronic learning tools in preschool organizations in the region. It was established that most kindergartens have a screen and a projector. In some kindergartens of the region, 3-D printers, 3-D pens, interactive sandboxes, and other learning tools are available. About 5% of preschool organizations of the Ivanovo region who took part in the survey indicated that they do not have any electronic equipment for the education of children. Conclusion. The data of the conducted research allows us to obtain information about the nature of the equipment of preschool educational organizations of the Ivanovo region with electronic learning tools, to identify the features of the use of these tools in the organization of educational activities of children, and to determine the prospects.
