DIGITAL CULTURE AND NEUROPEDAGOGY: INTEGRATED APPROACHES AND PARADIGMS IN THE PROFESSIONAL TRAINING OF PRESCHOOL EDUCATORS

Abstract

In today’s digital society, significant transformations are taking place in the education system, including the field of preschool education. These changes influence the professional requirements for preschool educators, making the development of their digital competence and the formation of their information culture highly relevant.

This article explores modern approaches to the professional training of future preschool educators based on the integration of the principles of digital culture and neuropedagogy. The authors analyze the interconnection of pedagogical paradigms aimed at organizing an effective educational process, considering the peculiarities of brain functioning and the use of information and communication technologies (ICT). The research results demonstrate the effectiveness of integrated methods in enhancing the professional competence of future educators.

The article highlights the importance of mastering digital culture and ICT in the training of future preschool educators. The results of two scientific studies conducted in this area are systematized and analyzed. Digital competence is described as an essential component of the personal, professional, and technological development of future teachers. Key components of digital competence include working with digital educational resources, developing interactive tasks, interacting effectively in a digital environment, and designing educational processes. The study assessed the digital competence level of preschool educators on three levels (high, medium, low), revealing that many students inaccurately assess their own level.

In addition, the article describes the structural components of information culture (cognitive, value-based, and behavioral) and their interconnection with professional competence. The findings indicate that to develop preschool educators’ ability to work effectively in a digital environment, it is important to introduce specialized subjects, use multimedia tools and internet resources, master distance learning technologies, and encourage creativity and independent work.

The scientific and methodological approaches and findings presented in the article are aimed at improving the quality of training for preschool educators in the context of digitalization of the preschool education system.

Abstract. In today’s digital society, significant transformations are taking place in the education system, including the field of preschool education. These changes influence the professional requirements for preschool educators, making the development of their digital competence and the formation of their information culture highly relevant.

This article explores modern approaches to the professional training of future preschool educators based on the integration of the principles of digital culture and neuropedagogy. The authors analyze the interconnection of pedagogical paradigms aimed at organizing an effective educational process, considering the peculiarities of brain functioning and the use of information and communication technologies (ICT). The research results demonstrate the effectiveness of integrated methods in enhancing the professional competence of future educators.

The article highlights the importance of mastering digital culture and ICT in the training of future preschool educators. The results of two scientific studies conducted in this area are systematized and analyzed. Digital competence is described as an essential component of the personal, professional, and technological development of future teachers. Key components of digital competence include working with digital educational resources, developing interactive tasks, interacting effectively in a digital environment, and designing educational processes. The study assessed the digital competence level of preschool educators on three levels (high, medium, low), revealing that many students inaccurately assess their own level.

In addition, the article describes the structural components of information culture (cognitive, value-based, and behavioral) and their interconnection with professional competence. The findings indicate that to develop preschool educators’ ability to work effectively in a digital environment, it is important to introduce specialized subjects, use multimedia tools and internet resources, master distance learning technologies, and encourage creativity and independent work.

The scientific and methodological approaches and findings presented in the article are aimed at improving the quality of training for preschool educators in the context of digitalization of the preschool education system.