Lyudmila V. Zemlyachenko

In the context of digitalization of the preschool education system, there are reasonable risks in the field of psychological safety of the child's personality. The widespread use of digital resources in the process of teaching, upbringing and development of preschoolers undoubtedly contributes to a deeper realization of the personal creative potential, intensive cognitive development, stimulates cognitive interest and motivating component of children's activities. At the same time, the problem of the negative impact of digitalization on the emotional sphere of a preschooler actively immersed in the digital world remains relevant. The purpose of the article is to identify the specific features of the use of electronic content in the education, upbringing and development of preschool children in terms of ensuring their psychological safety using the example of the work at the Pelican educational center of M. E. Evseviev Mordovia State Pedagogical University. The research used the following methods: theoretical and comparative analysis of sources, experimental and mathematical methods. The study used several methodological approaches and principles: personality-oriented, activity-based approaches, principles of expediency, polymodality, adaptability, which allowed us to consider digital resources and tools as effective and safe means of teaching, upbringing and development of a child. Understanding the psychological safety of a person as a certain state of the psyche, manifested in the integrity, sustainability of development, adaptability and flexibility of a person, the ability to control oneself, led the authors to the idea that psychological safety is possible only in a comfortable educational environment, as well as under the condition of developing proper requirements for the use of digital tools in working with preschool children. Based on these requirements, its content includes various software and digital products selected in accordance with the training areas of preschool education and relevant areas of additional education for children: cognitive, artistic and aesthetic, socio-communicative and speech developing, physical development, sports and health protection, the development of natural scientific thinking and technical creativity. The authors have identified positive dynamics in the level of emotional intelligence development, anxiety and negative emotional states of children. The results obtained show that it was possible to ensure the psychological safety of preschoolers with the active use of digital resources and technologies. The theoretical significance and novelty of the study lies in identifying the methodological foundations and specifics of the use of digital resources in working with preschoolers without compromising psychological safety. The practical significance of the study lies in the fact that the results and conclusions obtained will contribute to improving the process of digitalization of preschool education, ensuring the personal psychological comfort of the children with the active use of digital resources.

The relevance of the study is determined by the need for scientific and methodological support for the process of designing the subject-spatial environment of children's educational centers at Russian universities in order to provide additional educational services. The opening of such centers is often complicated by the lack of a clear understanding of the substantive and structural-functional content of the subject-spatial environment, developed, on the one hand, on the basis of the regulatory requirements of the Federal State Educational Standard for preschool education, and on the other hand, taking into account the educational needs of preschool children, parents (legal representatives) and requirements in the field of additional education. The aim of the article is to disseminate the experience of creating a subject-spatial environment of an educational center for preschoolers working at the Mordovian State Pedagogical University named after M. E. Evseviev and to determine its key characteristics that influence the efficiency and optimal functioning of this system. Systemic, integrated, activity-based, anthropological, ecological, environmental approaches serve as the methodological basis of the research in the article. We proceed from the results of fundamental and applied research on the design and development of the subject-spatial environment of educational organizations and kindergartens. The key methods are theoretical analysis of regulatory documents and sources, modeling, theoretical and comparative analysis. The results obtained provide the opportunity to reveal the specific features of the construction of the subject-spatial environment of the educational center at a pedagogical university (saturation, variability and transformability, accessibility, safety and multifunctionality). The theoretical significance of the study consists in identifying methodological approaches and principles, specifics of constructing the subject-spatial environment of the educational center at the university. The practical significance consists in the possibility of using the experience of the Mordovian State Pedagogical University named after M. E. Evseviev in creating and developing this environment in the conditions of a pedagogical university.

The relevance of the study is determined by the need to computerize education, on the one hand, and create a safe, friendly learning environment in primary school, on the other. The transition to the "digit" is often hampered by the lack of a clear understanding of the content and structural aspects of the digital ecosystem, the characteristics of this concept, developed on the basis of methodological approaches that integrate ecological-biological, economic, web-centric, psychological and pedagogical scientific knowledge. The purpose of the article is to identify the specific aspects of the primary school digital learning ecosystem and to determine its key characteristics that affect the efficiency and optimal functioning of this system. The methodological basis of the study in the article are systemic, web-centric, ecological, environmental approaches in education. The sources of the study were the works of modern researchers on computerization and the implementation of the ecosystem approach in education, the design of the digital environment. On the basis of an interdisciplinary approach, the methods of literature analysis, induction and deduction, comparison, analysis and synthesis were used. The generalization of the data obtained made it possible to determine the content of the definition "primary school digital learning ecosystem" (DLE), to reveal the properties of this system (purposefulness, multicomponent character, polysubjectivity, openness and availability, variability and hybridity of formats, safety, friendliness and optimality, adaptability, flexibility and personalization). The article describes the directions for improving the primary school DLE, which involve the development of an ecological and safe model of this system, the material and technical equipment of the primary school and the creation of an available digital environment, the improvement of the system of methodological and information support for the digital ecosystem of the primary school, updating the training of teachers and specialists, raising the level of digital literacy of parents / legal representatives, managing the interaction of subjects of the educational process in the digital ecosystem. This study made it possible to reveal the substantive aspect of the concept of "primary school digital learning ecosystem", the key properties of this system, the consideration of which would ensure the fulfillment of modern regulatory requirements, the achievement of primary education results and its quality improvement in the context of computerization.