Keyword: «digital educational resources»

This article is devoted to the consideration of the effectiveness of using digital educational resources as a means of teaching mathematics at different levels of basic general education. The article on the topic "Natural Numbers" examines the methodological recommendations taken from the Federal State Edu-cational Standard, provides a comparative analysis of the topic under study in grades 5-6 and examples of the use of COR in mathematics lessons.

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 role of digital educational resources in the process of teaching primary school students the subject «Fundamentals of Homeland security and protection» is disclosed in the article. The need to use interactive posters when students do homework is substantiated. An example of an interactive poster «First aid» is given in the article.

The article substantiates the need to use didactic games in labor (technology) lessons to increase students' motivation and engagement. The results of the research, which includes the development and testing of an interactive methodological resource with didactic games, are presented. The structure of the resource, the principles of its use and the results of expert evaluation are described. The conclusion is made about the expediency of introducing gaming technologies into the educational process as an effective means of developing practical skills and key competencies of schoolchildren.