 IB_21(38). Digital technologies in early and preschool ageYana Mikhailova () and
Anastasia Nisskaya ()
Monitoring of Education Markets and Organizations (MEMO), 2022, issue 22, 1-42 Abstract: This newsletter presents the results of the study of the digital environment surrounding the early childhood and preschool age child at home and in the educational organization. The data base for this study is the results of the "Education Economics Monitoring", conducted by the Higher School of Economics in the academic year 2020/2021, which included surveys of parents of children over 1.5 years old attending preschool educational organizations and structural subdivisions of preschool educational institutions licensed to implement the basic educational program of preschool education in accordance with the federal state educational standard for preschool education (FGOS preschool); managers and educators of such organizations. The key areas of analysis were the digital environment surrounding the preschooler in the family and kindergarten (access to devices, intensity of use, types of content, level of digital literacy of the adult environment), similarities and differences between home and educational contexts of digital socialization; practices of increasing digital literacy of children in preschools through the prism of teachers' and parents' ideas; risks of including preschool children in the digital environment. Main conclusions of the issue: - The digital environment surrounding preschoolers at home is characterized by relative intensity and changes depending on the age of children. In access to variously functional devices, parents themselves have a fairly high level of computer literacy. Many preschoolers spend an excessive amount of time in front of screens. The content of screen time includes educational and developmental content that does not always correspond to the age and psychological features of the child. About half of the parents do not control the use of gadgets, TV, etc. by their children. - The digital environment in the preschool organization is only partly the environment of the preschooler. Predominantly the technology is intended for adults and is used by preschool managers and teachers. Software and equipment are often of low quality, which does not allow to perform methodological and reporting work without difficulties. Supervisors have higher access to devices than educators. Equipment that is generally not suitable for use by preschool children prevails. The ICT skills of supervisors and staff are evaluated quite highly by themselves, but many teachers would like in the near future to take professional development courses in digital technologies, as well as in supporting children's mastery of the information environment (very few specialists have relevant competences now). These tools and skills accompany the educational process, can speed up document flow, simplify communication, and expand the range of materials for working with children. However, they cannot make a direct contribution to improving preschool children's computer literacy, nor can they create the risk of excessive early involvement in the digital environment. - In working with children digital equipment is used relatively seldom. There are relatively few devices used by children. About a tenth of preschool teachers are engaged in improving computer literacy of preschool children. Technical means suitable for group simultaneous use prevail. Most often they are stationary, used more for learning tasks rather than for play or leisure time. Apparently, the use of digital technology makes the educational process more labor-intensive, which requires special efforts from methodologists and educators. The efforts made (or proclaimed) by educators are not always visible to parents: most of them believe that the mastery of digital technology by children in kindergarten is not supported in any way. At the same time parents do not strive to change this state of affairs. - Parents do not often perceive the kindergarten as a significant agent for the inclusion of children in the digital environment. At the same time, they believe that the relevant work of educators does more good than harm, trust them in the choice of content and control over the use of DT. - Teachers' attitudes toward the digitalization of education: they see the potential risks of early involvement of children in the digital world, and they understand the limitations of their skills and the technical resources of the organization. Keywords: education institutions; preschool education; education market (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:hig:moneco:v::y:2022:i:22:p:1-42 Access Statistics for this article More articles in Monitoring of Education Markets and Organizations (MEMO) from National Research University Higher School of Economics |
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