Digital Technologies In Preschool Education: Comparative Analysis Of Central Asian And European Pedagogical Approaches
Keywords:
preschool education; digital technologies; pedagogical approach; comparative pedagogy; cognitive development; Central Asia; European experience; screen time; digital literacy; STEM education; teacher training; innovations in education; early childhood; quality of education.Abstract
This thesis provides a comparative analysis of the pedagogical potential of digital technologies in preschool education based on the experience of Central Asia and Europe. The study examines the effectiveness of using digital tools in the education of children aged 3–7, their impact on cognitive development and socio-emotional formation. National approaches to the introduction of digital technologies, cultural and infrastructural factors, and the problems of teacher professional training are analyzed in depth. The study substantiates that the impact of digital technologies is manifested not in their technical capabilities, but in their pedagogically sound application. In conclusion, an optimal pedagogical model for the introduction of digital technologies in preschool education, taking into account the national and cultural characteristics of the Central Asian countries, is proposed.
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