scholarly journals Development of Creative Abilities of Preschool Children Using Musical Digital Technologies

2020 ◽  
Author(s):  
E.V. Dongauser ◽  
T.A. Nezhinskaya ◽  
E.Yu. Glazyrina
Keyword(s):  
Preschool Children ◽  
Digital Technologies ◽  
Creative Abilities

Digital Technologies in Kindergarten

2018 ◽  
pp. 114-130
Author(s):  
Rita Brito ◽  
Patrícia Dias
Keyword(s):  
Preschool Children ◽  
School Children ◽  
Digital Technologies ◽  
Kindergarten Teacher ◽  
Added Value ◽  
The Subject ◽  
Technological Integration

With this chapter, the authors aim to present a theoretical review about the use of digital technologies in kindergartens, with preschool children. They begin by taking a theoretical and generalized approach to the subject. Next, they present the added value for children when using technologies. The importance of the kindergarten teacher in the use of technologies by younger children is also explored, as well as the factors that influence technological integration in schools and kindergartens. The authors present a project carried out in Portugal, which refers to publications of books for pre-school children, with the aim of sensitizing children of these ages for a safe use of technologies. Finally, they round it up with some brief conclusions.

scholarly journals Development of Creative Abilities in Preschool Children Through Play

2021 ◽  
Vol 7 (9) ◽  
pp. 511-520
Author(s):  
A. Garber ◽  
D. Ivanov
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Visual Arts ◽  
Divergent Thinking ◽  
Educational Institutions ◽  
Creative Abilities

The article is devoted to the study of creativity and creative abilities of preschoolers, which are manifested in various types of activity, including visual. The authors proceed from the positions according to which creativity should be developed in a child from early childhood. The article contains a description of approaches to the development of the creative abilities of preschoolers. It is shown that creativity, divergent thinking abilities are successfully developed with purposeful learning. The description of the study of the effectiveness of play in the development of creative abilities in preschool children is given. The results obtained made it possible to assess the dynamics of the level of development of creative abilities in preschoolers. The main indicators in assessing the success of the test were fluency, flexibility, originality and sophistication. The analysis of drawings was focused on measuring the fluency of thinking by the number of figures completed in the allotted time; flexibility of thinking for a variety of ideas; originality of thinking according to the ability of children to put forward ideas that differ from generally known ones; elaboration according to the number of invented details of each drawing. The dependence of the manifestations of these characteristics by children on the program used by the teacher was found. A higher level of indicators was found in the group that was trained in visual arts through games. The program for the development of creative abilities has shown effectiveness in the development of the creative individuality of preschoolers. The program should become an integral and integral part of the work of preschool educational institutions to develop creative abilities in older preschoolers.

scholarly journals Preschool and higher education in the context of digitalization: problem statement

2021 ◽  
Vol 98 ◽  
pp. 05028
Author(s):  
Larisa Zakharova ◽  
Yelena Andrianova ◽  
Marina Silakova ◽  
Yekaterina Subbotina
Keyword(s):  
Preschool Children ◽  
Information Technologies ◽  
Digital Technologies ◽  
Negative Influence ◽  
Educational Activity ◽  
Speech Communication ◽  
University Graduates ◽  
Digital Competence ◽  
Time Saving ◽  
Digital Education

Sociocultural transformation of society, its digitalization dictate certain requirements to the system of education. Adaptation of education processes both in kindergartens and universities is related with readiness of teachers for implementation of digital technologies into education process. The significance of their use in education is accompanied by numerous questions regarding elimination of negative influence of digital content on a forming developing person, on their rational and reasonable application at early stages of social and personal development of preschool children. The conceptual field of pedagogy is supplemented by new categories: digital education, digital education environment, digital competence. This article presents results of teachers’ surveying on the issue of readiness to designing information environment and attitude to the digital technologies implemented into education. On the one hand, the teachers highlighted advantages of the applied information technologies: individual education, possibility to master the program by preschool children and to consolidate knowledge and skills in the case of prolonged absence from studies, time saving, mobility and flexibility of education. On the other hand, the teachers mentioned the main drawbacks of the use of digital technologies: possible harm for health of children, inability of full development of speech, communication skills, development of gaming activity. The main problems preventing active use of modern technologies are comprised of low digital competence of university graduates and working teachers; age features of preschool children, which do not allow to study material without assistance by adults; the lack of opportunities of pupil’s parents to actively participate in educational activity of preschool entity.

scholarly journals ARTISTIC AND CREATIVE ACTIVITIES IN WORKING WITH PRESCHOOL CHILDREN

2021 ◽  
pp. 56-63
Author(s):  
Irina Saraieva
Keyword(s):  
Preschool Children ◽  
Spiritual Development ◽  
Preschool Age ◽  
Value Judgments ◽  
Artistic Activity ◽  
Conflict Situations ◽  
Musical Activity ◽  
The World ◽  
Creative Abilities ◽  
Artistic Image

The development of children’s creativity is an urgent problem of modern pedagogy. The main goal of the educational system is to educate the younger generation of a creative approach to transform the world around them, active and independent thinking, to contribute the achievement of positive changes in the life of society. The formation of the child’s personality serves as a direction of the pedagogical process, which creates favorable emotional conditions for each child, ensures spiritual development and contributes to the formation of artistic and creative abilities of preschool children. The article deals with the problem of the development of children’s creativity by means of musical and theatrical art. The importance of cognition of musical art by preschool children is given. The structure of musicality and the ways of its research are revealed. It is noted that the child develops in the process of musical activity under the influence of the values of musical art, communication between music and adults. It was found that listening to music contributes to the development of artistic taste and the formation of value judgments. Exactly music enables the child to see the world around him in a new way because the diverse content of musical works arouses imagination, develops memory, perception, creativity, and enriches vocabulary. The article presents classification of one of the specific types of children’s activity. It is theatrical activity associated with dramatization and play, contains a creative principle and is a kind of artistic activity. Theatrical activity reveals the creative potential of the child, fosters a creative personality, teaches the child to notice interesting ideas in the world around him and to impersonate them, to create his own artistic image. It is noted that theatrical-play activity contributes to the child’s study of human feelings, fosters will, develops dreams, ideas, initiative of speech, creates a positive attitude, relieves stress, teaches how to solve conflict situations due to play. These types of art education’s activities in preschool age form the personality of the child, develop his creative abilities, direct the child’s manifestations to evaluative and control actions intuitively.

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