Using the capabilities of the digital educational environment in the formation of mental operations in older preschoolers

Abstract

Problem and purpose. In older preschool age, the transition from visual to verbal-logical thinking is carried out, and this transition is impossible without the development of mental operations of synthesis, analysis, comparison, generalization and classification. The research purpose is to study the impact of the digital educational environment on the formation of mental operations in older preschoolers. Materials and methods. The study involved 152 children aged 5 to 7, 152 parents and 50 educators of preschool educational organizations in Ulyanovsk city (Russian Federation). The following research methods were used: “Interest in Mathematics” (L.N. Vakhrusheva), “Magic Flower” for determining motivational preferences in choosing an activity (E.E. Krieger), modified color diagnostics of emotions “Little Houses” (O.A. Orekhova), “Ridiculous” (R.S. Nemov); “Divide into Groups” (A.Ya. Ivanova); determination of senior preschoolers’ level of intellectual development (Z.F. Zambacavicene); “Find the Differences” (L.F. Tikhomirova). The Pearson chi-square was applied for statistical processing of the data obtained. Research results. In order to increase the level of development of mental operations in older preschoolers, the author’s program was introduced, including, inter alia, the use of capabilities of the digital educational environment: multimedia presentations, mathematical computer games, mathematical tales, projects, didactic games, models, problem-practical situations. Also, a round table was organized with kindergarten educators, where they discussed issues related to the problem of using the computer environment in organizing the mathematical activities of older preschoolers; the use of digital laboratories, lego-construction and robotics in working with children with the purpose of forming their mental operations. By analyzing the results obtained, the dynamics of changes in each of the criteria for the level of formation of mental operations in older preschoolers was recorded. As a result, the number of children in the experimental group with the optimal level of formation of mental operations increased by 23.6% (χ2 = 13.737; p<0.01), while the optimal level of formation of mental operations among children of the control group increased by 6.2% (χ2 = 1.196; p>0.05). Conclusion. The research results prove that some types of digital educational environment can actualize the basic thinking operations in older preschoolers. Also, the results obtained allow stating that comprehensive work is needed on the use of the digital educational environment in the formation of children’s mental operations with educators and parents.