Digital generation in the dialogue of traditional and digital education in modern Russia

Abstract

The study touches upon the problem of building Russian preschool education for the digital generation of children at the junction of the traditional and newly formed components of digital education. Empirically, the authors reveal the positive “attitudinal position” of preschool children of 6-7 years old to digital reality as a cultural practice. The agents of digital education (“attributes-gadgets”, “avatars”, “virtual information space”, “significant people”) influencing the formation of five types of experience of real and virtual life of a digital pre-schooler (sensory behavioural, “the authority of the generic relationship”). Three behavioural positions of “significant adults” in digital education of children are characterized. The problem of intergenerational communication and digital divide and interaction of subjects of the educational environment: digital children, digital parents, traditional teachers is outlined. A mutually forming subject-environmental educational space of a kindergarten has been modelled, in the fabric of which there is a movement towards a dialogue of traditional and digital educational practices with the priority of accompanying and saving pedagogy of the digital generation of children and towards the creation of long-term preschool education in Russia corresponding to the digital age.