DIGITAL HORIZONS OF PRESCHOOL: ONLINE TOOLS IN THE EDUCATIONAL ENVIRONMENT AMIDST MODERN CHALLENGES

Abstract

Contemporary preschool education faces the challenges of rapid digitalization, which have been particularly exacerbated by the COVID-19 pandemic and the full-scale invasion. This article investigates the potential and specificities of using online tools in working with preschool children. It analyzes the impact of digital technologies on early childhood development, considering both their numerous advantages and potential risks when applied in the educational process.

On one hand, online tools such as video platforms, educational gaming applications, and communication platforms for parents open new opportunities for individualizing learning, accessing diverse educational resources, enhancing motivation, and developing cognitive skills (logical thinking, attention, memory, fine motor skills). They also ensure continuity of the educational process in crisis situations and foster the "family-kindergarten" partnership.

On the other hand, there are substantiated concerns regarding the negative impact of excessive screen time on children's physical (vision, posture, physical activity) and mental (concentration, sleep, addiction risk) health, as well as on their socio-emotional development due to reduced live interaction. Additional challenges include low-quality or age-inappropriate content, technical issues, and a low level of ICT competence among some parents and educators.

The article emphasizes that the effective and safe use of online tools is possible only when grounded in the psycho-pedagogical principles of child development, the selection of high-quality, developmental, and age-appropriate content, and the active role of adults (educators and parents). Educators must carefully select resources, integrate them into the holistic educational process, educate parents, and enhance their own ICT competence. Parents, in turn, are responsible for limiting screen time, monitoring content, and engaging in joint activities with their child.

Based on an analysis of recent research by Ukrainian (O.I. Bondarchuk, O.M. Demydova, O.V. Kohut, N.V. Havrysh) and international (M. Prensky, S. Livingstone, C. Shuler, C. Warman, B. Green, WHO, UNICEF) scholars, key conclusions and gaps are highlighted. Prospects of future research include the development of effective ICT integration methodologies, creation of specialized Ukrainian-language platforms, longitudinal studies on the impact of technologies, and systematic professional development programs for educators and awareness campaigns for parents.