Olga V. Pustovoitova

The relevance of the problem of effective interaction between participants in educational relations in a modern preschool educational organization is beyond doubt. This thesis can be confirmed by scientific and methodological publications of domestic and foreign authors who agree on the need for the active inclusion of parents in the educational process. This issue is exacerbated by the fact that modern parents choose the position of passive observers who evaluate the success of their children with likes through the prism of the digital window of a social network or leave angry posts addressed to teachers. In this regard, the pedagogical community is faced with the task of developing a model of technology for interaction between participants in educational relations in a digital educational environment to involve parents in activities. It was this problem that became the goal of our research described in this article. The research method was a Google survey of parents of children aged 5–7 years, since it is in this age category that project activities are already implemented, pupils take part in various competitions, acquire first digital literacy skills, and therefore there is a high need for interaction between preschool educational institutions and families. The survey involved 208 respondents whose children attend “Kindergarten No. 73” and “Kindergarten No. 183” in the city of Magnitogorsk. Experimental data confirmed the hypothesis about the low social activity of parents in the educational process, since 84.1% of respondents are satisfied with the interaction through the social network Vkontakte, and 57% are ready for active cooperation in remote content, including on the issue of solving educational and pedagogical problems, for example, the creation and implementation of children's projects under the mentorship of a teacher. Based on the analysis of literature devoted to this problem, the results of a Google survey of parents, information and communication opportunities for access to digital resources and services, including those provided by the legislation of the Russian Federation, a model of technology for interaction between participants in educational relations in a digital educational environment was developed. It is presented in this text. The theoretical significance of the study allows us to detail the interaction between teachers and parents through innovative technologies (social network VK, online communication in webinar format, applied activities on the MIRO interactive on-line board, obtaining knowledge on digital literacy and their application in productive activities). Practical significance lies in implementation of theoretical principles in practice, adapting them to the conditions of the kindergarten and the needs of parents and pupils.

The problem of education computerization has been discussed sharply in scientific and pedagogical circles for several years now. Scholars put forward their concepts and technologies for introducing innovative tools into the educational process. An analysis of foreign and domestic sources on the problem of introducing digital educational technologies in the field of education shows that most of the research work is devoted to the inclusion of a digital component in school and university practice in order to improve student performance, and the level of preschool education remains on the periphery. Based on the interpretation of these works, it follows that the issue of online education and the use of digital technologies is still relevant at all levels of education. This paper substantiates the need to restructure the educational process of preschoolers under the influence of legal, socio-economic and cultural factors. However, taking into account the age and psycho-physiological characteristics of preschool children, for whom the game is the leading activity, it is most optimal from the standpoint of health saving to use gamification technology – the use of computer techniques in a non-game educational situation. The purpose of the study was to test the readiness of teachers to apply gamification technology when working with preschool children, as it allows you to activate cognitive interest, make the process exciting and interesting, where the child is the subject of action and expresses his/her circle of interests by means of a digital game. The research methods were a Google survey of the teaching staff of the Kindergarten No. 73 in the city of Magnitogorsk on the subject of transforming the educational process of a preschool educational institution by including innovative end-to-end educational technologies, as well as a conversation and input assessment of a practice-oriented nature. Experimental data on the introduction of digital technologies including gamification into the educational process of a preschool educational organization are presented. The results of the diagnostics demonstrated the readiness of teachers to use digital educational content, but this process is heterogeneous, complex and goes on with certain difficulties, which are expressed in the lack of understanding among some personnel of what digitalization, digital technologies are and, consequently, their use in the organization of the educational process. Digital transformation of a preschool educational organization is possible if: educators improve their competence in the use of digital technologies in the process of teaching and educating preschoolers, if a digital educational environment is created and the age and intellectual needs of children are taken into account. The theoretical and practical part of the study will be useful both for researchers in the field of digitalization of education and for practitioners looking for an algorithm for rebuilding the educational activities of a preschool educational organization (PEO) by including a digital component.

Modern society can rightly be called information and digital society. Digitalization of all spheres of public life and, above all, education is one of the key tasks facing the Government of the Russian Federation. The article provides an overview of modern approaches to understanding the digitalization process, analyzes digital resources (Kham Academy, Pointagram, Quiver Fashion, Igro-N) and the potentials of their use in the educational process of a preschool educational organization. The article also contains material on gamification as one of the modern educational technologies that ensures the maximum involvement of children in the learning process. Gamification as a technology allows each student to determine their level of difficulty of tasks and receive bonuses for their completion. Gamification is also considered as the use of gaming techniques in the educational field. The article presents the results of an experiment conducted on the basis of the educational organization "Kindergarten No. 75" in Chelyabinsk, in which educators, students and parents of children took part. The purpose of the study is to learn about the readiness of participants in educational relations to use digital technologies. The research methods were: a survey of educators to identify their digital literacy, as well as a conversation with children and their parents, during which it was found that modern students cannot imagine their lives without gadgets, virtual and augmented reality and TV. The results of the experiment show that the active use of digital technologies in the educational process of a preschool educational organization meets the needs of students, as well as the digital policy pursued by the Government of the Russian Federation outlined in the national project "Digital Economy in the Russian Federation". Carrying out the measures stated in the document will also make it possible to form human resources capable of meeting the challenges of the digital world and meeting the requirements set forth in the Atlas of New Professions (gaming teacher, game master, organizer of project-based learning, etc.).

Hot temper attacks refer to deviations in the behavior of children along with hyperactivity, aggressiveness. Such negative manifestations in modern children cause the greatest concern due to the fact that these children will be responsible for the further status of our country and the direction of its movement - towards development or towards degradation. And this, undoubtedly, presupposes the timely identification of children with signs of irascibility and negative manifestations in behavior, in order not only to prevent an unfavorable development option for preschoolers, but also to provide complex psychological and pedagogical support for them. This issue is especially pressing in connection with the successful preparation of the child for school, and in the future for an independent life. Therefore, the upbringing and education of such preschoolers presupposes the responsibility of adults, aimed at giving children access to the space of culture, making them comprehend its values and meanings. The nature of the child's development is largely determined by the nature of the emerging relationships, which provide support in building harmonious social relations, learning new models of interaction with one’s own self and the world, overcoming the difficulties of the child's socialization. Therefore, we can say that the urgency of the hot temper problem in children in modern conditions does not require additional evidence. The article reveals the significance of this issue in the main regulatory documents: the Federal Law "On Education in the Russian Federation", the Strategy for the Development of Education in the Russian Federation for the Period until 2025, the Federal State Educational Standard of Preschool Education. The purpose of the article is to present and describe experimental work on the problem of irascibility in older preschool children. Research methods of our problem: a group of theoretical methods; empirical: experiment (ascertaining, forming and control stages), the test "Scale of irascibility" (modified version of the questionnaire "Personal aggressiveness and confliction" by E. P. Ilyin and P. A. Kovalev), the eight-color test by M. Lusher, the method of projective anxiety test (authors R. Tamml, V. Amen, M. Dorki); methods of processing the received data. The results of the experimental work (ascertaining and control stages) prove the reliability of the complex of activities aimed at preventing and correcting the irascibility of older preschool children. The data of the ascertaining and control stages of the experiment are evident and detailed. The theoretical significance of the work lies in the generalization of the theoretical and methodological aspects of irascibility problem in preschool children. The presented complex of activities is practice-oriented and can be used in the practical work with preschool children.