Natalya A. Vedeshkina

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.