THEORETICAL AND METHODOLOGICAL COMPONENT OF THE TECHNOLOGY OF FUTURE EDUCATORS’ TRAINING FOR THE FORMATION OF DIGITAL LITERACY OF OLDER PRESCHOOLERS

Abstract

Summary. Introduction. The need to choose the optimal option for solving the problem of future educators’ training for the formation of digital literacy of older preschoolers led us to turn to scientific works that consider the features of the technologization of educational activity as a process of developing and introducing technologies into modern pedagogical practice. Within the scope of scientific research, we define a technological approach as one of the priority methodological approaches, which aims to develop a technology for future educators’ training for the formation of digital literacy of older preschool children.

The purpose of the article is the theoretical substantiation of the author's technology for future educators’ training for the formation of digital literacy of older preschoolers, in particular its theoretical and methodological component.

The methods of the research have a theoretical nature and were used to study thematic scientific literature (analysis and synthesis), formulate author's definitions and logical conclusions (generalization, formalization), determine the characteristics of the researched processes (abstraction, induction, deduction), establish the structural elements of key phenomena (modeling, classification, comparison).

Results. We define the technology of future educators’ training for the formation of digital literacy of older preschoolers as a scientifically substantiated educational process, which, based on a systematic combination of conceptual ideas, goals, content, methods, forms, means, algorithms and conditions of interaction of its participants, simultaneously ensures the development of digital literacy of higher education student and readiness for the formation of digital literacy of older preschoolers in future professional activity. The process of future educators’ training for the formation of digital literacy of older preschoolers is studied as a subsystem of the general professional training of students, which at the same time is a complete system, the components of which are conceptual ideas, principles, purpose, content, methods, forms, means, pedagogical conditions and results of educational interaction its subjects, the final result of which is the state of readiness for the specified type of activity. Value-motivational, cognitive, operational-technological and reflexive-safety components are distinguished among the readiness components.

Originality. The article proposes the structure of the author's technology for future educators’ training for the formation of digital literacy of older preschoolers. The process of future educators’ training for the formation of digital literacy of older preschoolers is interpreted, and the definition of the concept and content of each component of the readiness of future educators’ for the formation of digital literacy of preschoolers is substantiated. The peculiarities of the educational interaction of the subjects of the technology of future educators’ training for the formation of digital literacy of older preschoolers and the specific principles of the specified process have been established.

Conclusion. The theoretical-methodological component of the author's technology for future educators’ training for the formation of digital literacy of older preschoolers highlights the conceptual ideas of technological, system, competence and subject methodological approaches, the essence and structure of the readiness of future educators’ for the formation of digital literacy of preschoolers, specific principles of educational interaction of the subjects of the research process – of a higher education student and a teacher of a higher educational institution. We see the prospect of further scientific exploration in the substantiation of content-target, process-activity and reflexive-resultative components of the specified technology, determination of their structure and stages of implementation.