Communicative support for the application of digital technologies in preschool education

author: Iryna Lutsenko

 Relevance of the research. In education, pedagogical, and socio-psychological sciences, the following types of support are distinguished: psychological, psychological-pedagogical, pedagogical, and socio-pedagogical. The need for communicative support is caused by the fact that children perceive educational information with the help of digital technologies, i.e., indirectly. This reduces direct interaction between participants in the educational process: educators and children, and in the context of family education, between parents and children. In order to balance the indirect way in which children perceive information and the time and opportunities for direct interaction between the educator and the pupils, during which “live communication” takes place and conditions are created for combining various pedagogical influences, we consider communicative support to be an essential component of the process of applying digital technologies

Problem statement. The use of digital technologies in preschool education institutions is justified by the fact that, thanks to their capabilities, learning becomes more interesting, interactive, and tailored to the individual needs of children. Preschool teachers, in accordance with their professional competencies, determine the pedagogical goals for which digital technologies will be used in the educational process, the limits of their application, and identify and apply the most effective means of communication for solving the tasks at hand. This determines the need for the technologization of communication processes that accompany various aspects of a child's learning, upbringing, socialization, and development.

Analysis of recent research and publications. Pedagogical support is considered as: a purposeful activity that accompanies the life of children and teachers in a preschool education institution (O. Bayer); a type of assistance to a child (S. Kurinna, T. Sedova); a comprehensive method (K. Krutii), an integrated technology (S. Kurinna, I. Lutsenko), interaction between support participants (I. Rogalska), a system of support and assistance for children in the educational process (T. Sedova). Communicative support is used in special education (N. Adamyuk, O. Gorova, A. Zamsh, S. Kulbida). Within its structure, researchers distinguish between communicative support, which is considered to be an influence on the educational environment, taking into account the communicative abilities of the learner, and communicative assistance, which is a range of influences on the learner with the aim of improving their communicative abilities. A. Bogush studied communicative and speech support for the professionally oriented speech of future preschool education specialists. The scientist identified the following structural components: motivational, cognitive-content, reproductive-activity, creative-activity, and evaluative-reflective.

Research task. The aim of the study is to conceptualize the concepts of “communicative support of the educational process in preschool education institutions” and “communicative support of the use of digital technologies in preschool education institutions.”

Main material presentation. As a comprehensive system of pedagogical communication, communicative support provides answers to a wide range of questions: how to organize personality-oriented communication with children, which communication model to choose to solve a particular communicative or communicative-pedagogical task, which speech genres and non-verbal means to use at different stages of pedagogical interaction. Communicative support of the educational process is the process of creating optimal communicative and communicative-pedagogical conditions necessary for the implementation of the goals of the educational process and the strategic functions of the educational-communicative environment of a preschool educational institution. As a sequence of the communicative process, communicative support for the use of digital technologies includes the following stages: diagnosis of pupils' readiness to perceive information and communicate; modeling future interaction as a process of information exchange; organizing the process of pupils' perception of digital content, its experience, comprehension, and discussion; analyzing children's understanding of digital content and its impact; analyzing the communication and interaction that took place, completing the communication.

Conclusions. We define communicative support of the educational process in preschool education institutions as its mandatory component. Communicative support for the use of digital technologies is an innovative activity aimed at promoting the use of new opportunities to improve the educational process, as well as avoiding the risks of negative impact of electronic devices and undesirable digital content on the physical and mental health and social well-being of children.

Keywords: preschool educational institution, communicative support, educational process, educational and communicative environment, digital technologies.

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