Preschool and higher education in the context of digitalization: problem statement

• Main Authors: Zakharova Larisa, Andrianova Yelena, Silakova Marina, Subbotina Yekaterina
• Format: Article
• Language: English
• Published: EDP Sciences 2021-01-01
• Series: SHS Web of Conferences
• Subjects: digitalization of education; tutors; preschool education; education environment
• Online Access: https://www.shs-conferences.org/articles/shsconf/pdf/2021/09/shsconf_ec2020_05028.pdf

Sociocultural transformation of society, its digitalization dictate certain requirements to the system of education. Adaptation of education processes both in kindergartens and universities is related with readiness of teachers for implementation of digital technologies into education process. The significance of their use in education is accompanied by numerous questions regarding elimination of negative influence of digital content on a forming developing person, on their rational and reasonable application at early stages of social and personal development of preschool children. The conceptual field of pedagogy is supplemented by new categories: digital education, digital education environment, digital competence. This article presents results of teachers’ surveying on the issue of readiness to designing information environment and attitude to the digital technologies implemented into education. On the one hand, the teachers highlighted advantages of the applied information technologies: individual education, possibility to master the program by preschool children and to consolidate knowledge and skills in the case of prolonged absence from studies, time saving, mobility and flexibility of education. On the other hand, the teachers mentioned the main drawbacks of the use of digital technologies: possible harm for health of children, inability of full development of speech, communication skills, development of gaming activity. The main problems preventing active use of modern technologies are comprised of low digital competence of university graduates and working teachers; age features of preschool children, which do not allow to study material without assistance by adults; the lack of opportunities of pupil’s parents to actively participate in educational activity of preschool entity.