Development and approval of the methods for recognizing visualstimuli using digital technologies in preschool children

The COVID-19 pandemic has affected most countries of the world and almost all spheres of public life, and the education system was no exception. Leaders and educational specialists in various parts of the world almost immediately faced a difficult choice: to try to transfer educational processes to an online environment or to put training on pause, temporarily stopping the activities of their institutions. Many online educational courses and programs have appeared, but the question remains - how productive they are as teaching methods and how to assess their contribution to the development of cognitive abilities and preparation for school in preschool children. The objective of our study was to develop and test a methodology that allows us to assess the development of a child’s cognitive abilities and their executive functions, which are responsible for the organization of purposeful activity and the characteristics of attention processes that form the basis of learning. As the basis for the development, the Wisconsin test was used, adapted to work in a preschool with 3-4 years old children. The focus on the use of digital technologies meets the methodological level of modern research and reflects the relevance of expanding the range of developmental activities during a pandemic, as well as tools for sensory-cognitive testing when working with preschool children. In the process of approbation of the methodology in a children’s educational institution, primary results were obtained, represented by assessments of the correct recognition of visual stimuli and errors of children. With the improvement of the epidemiological situation, it is planned to continue the study with an increase in the number of respondents, as well as with an additional assessment of the influence of the sensory background (for example, various sound and speech noises) on the learning processes.

visual recognition, learning processes, Wisconsin test, cognitive activity, digital technologies, preschool education

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