СОВМЕСТНАЯ ОБРАЗОВАТЕЛЬНАЯ ДЕЯТЕЛЬНОСТЬ В УСЛОВИЯХ ДОШКОЛЬНОГО ОБРАЗОВАНИЯ: ЦЕННОСТНО-ЦЕЛЕВЫЕ АСПЕКТЫ

This article discusses the modern pedagogical technology of collaborative education. Various educational institutions around the world, including Russia, starts using collaborative education. Learning in terms of this technology involves collaborative knowledge deepening by students in the scope of the studied disciplines. The relevance of collaborative education technology use is determined by the increasing project-based learning part and students' team projects in the implementation of which the issues of effective coordination of actions and deep knowledge acquisition need to be solved. The collaborative education concept, differences from similar learning formats, advantages, disadvantages, and factors of the successful collaborative education technologies implementation presented in foreign and national works were analyzed by the author. The study novelty consists in the collaborative education situation formation as formation stages of collaborative mental activity. students Learning activities in groups can be represented as their collaborative activities, but at the same time in-group education and collaborative education, it can only correspond to a mechanical combination of individual practical actions or collaborative practical activities, while the collaborative knowledge deepening with the immersion of students in the educational process and the interaction with each other, correspond to the full-fledged collaborative mental activity stage. In the second case, students' activities are characterized by a high degree integration actions and the general semantic fund formation. With co-education, presented as a collaborative mental activity, it becomes possible to identify specific aspects of students' semantic communication. As such aspects, the authors primarily consider semantic dialogue and the interpersonal meanings activity formation. It is concluded that understanding the collaborative education process as the students' collaborative mental activity formation and taking into account the semantic interaction aspects can increase the implementation effectiveness of this pedagogical technology.

Введение. Одной из ведущих проблем в системе современного дошкольного образования является формирование целостной личности, содержание которой качественно изменяется в процессе развития человеческого общества на основе становления и совершенствования ведущих сторон личности ребёнка: 1) направленности личности: потребности, интересы, цели, мотивы и пр. (ради чего и что хочет ребёнок) в форме мотивационных образований влияющих на вектор поведения; 2) форм активности личности и содержания (познавательная деятельность, общение со взрослыми и сверстниками и др.); 3) качеств личности (любознательность, активность, самостоятельность, инициативность, умение общаться, творчество и др.), формирующихся в процессе освоения многообразия видов детской деятельности, разнообразной по формам и содержанию на каждом возрастном этапе развития. Материалы и методы.Ведущими методами исследования являются: а) анализ литературы по теории управления образовательными системами, детской психологии, теории и методике дошкольного образования, б) обобщение профессионального опыта в управленческой деятельности в качестве руководителя дошкольной образовательной организации и преподавателя высшей педагогической школы на уровнях магистратуры и бакаливриата. Результаты. Проведённым исследованием установлено, что позитивным результатом применения ситуационного подхода к процессу формирования познавательной активности у детей дошкольного возраста является: 1) сформированная у ребёнка способность к самостоятельному решению познавательной задачи (с учётом возрастной группы) в условиях обеспечения самостоятельности по освоению игровых действий; 2) проявление умения рассуждать и опровергать, аргументировать собственную точку зрения и презентовать продукт деятельности; 3) демонстрация приобретённых исследовательских навыков в форме автоматизированных действий (бессознательное действие) через выполнение алгоритма операций. Обсуждение. Основу ситуационного подхода к формированию познавательной активности у детей дошкольного возраста, по-нашему мнению, составляют постоянно возникающие в жизни ребёнка ситуации (в природе, в семье, в ДОО, в социуме, во взаимодействии с другими людьми и пр.), выступающие в форме конкретных жизненных обстоятельств как факторов и условий, которые оказывают значительное влияние на организацию процесса познания, развития мыслительной активности и формирования личностных качеств, побуждающих ребёнка к выполнению целенаправленных действий и применению их в конкретных ситуациях и жизненных обстоятельствах. Заключение. Результаты проведённого исследования могут быть использованы в процессе разработки и реализации целостной системы знаний и умений в познавательной деятельности дошкольников в специально организованных условиях ДОО на основе развития устойчивых интеллектуально-деятельностной и потребностно-мотивационной сфер, умственных способностей ребёнка (познавательные, сенсорные, речевые, творческие и др.) для успешного применения личностного опыта в познании нового. Ключевые слова: ситуационный подход; ситуация; формирование; качества личности; культура познавательной деятельности; познавательная активность; образовательные ситуации; исследовательское поведение; дети дошкольного возраста; дошкольная образовательная организация. Основные положения: – уточнена сущность понятия «ситуация», «ситуационный подход» применительно к процессу формирования познавательной активности у детей дошкольного возраста; – установлено, что ведущие виды детской деятельности не являются единственными для конкретной ступени развития личности и в целой системе активностей составляют доминирующее «ядро», от которого зависят формирование и особенности их освоения ребёнком с точки зрения целостного развития ребёнка как активного субъекта деятельности, проявляющихся во всеобщих и индивидуальных особенностях; – обоснован процесс формирования познавательной активности в дошкольном возрасте, который осуществляется на эмоциональном, рациональном и практическом уровнях, имеющих существенное значение для дальнейшего саморазвития личности в различных формах; – интепретировано содержание педагогической работы с дошкольниками и последовательность процесса активизации познания, что обеспечивается психическими процессами, овладение ребёнком умственными действиями и др. Introduction. One of the leading problems in the system of modern preschool education is the formation of a holistic personality, the content of which changes qualitatively in the process of development of human society based on the formation and improvement of the leading aspects of the child's personality: 1) the orientation of the personality: needs, interests, goals, motives, etc. (for the sake of what and what the child wants) in the form of motivational formations influencing the vector of behavior; 2) forms of activity of the personality and content (cognitive activity, communication with adults and peers, etc.); 3) qualities of the personality (curiosity, activity, independence, initiative, ability to communicate, creativity, etc.), formed in the process of mastering a variety of types of children's activities, diverse in form and content at each age stage of development. Materials and methods. The leading research methods are: a) analysis of literature on the theory of management of educational systems, child psychology, theory and methodology of preschool education, b) generalization of professional experience in management activities as a head of a preschool educational organization and a teacher of a higher pedagogical school at the master's and bachelor's levels. Results. The conducted research has established that the positive result of the application of the situational approach to the process of forming cognitive activity in preschool children is: 1) the child's ability to independently solve a cognitive task (taking into account the age group) in conditions of ensuring independence in mastering game actions; 2) the demonstration of the ability to reason and refute, argue one's own point of view and present the product of the activity; 3) demonstration of acquired research skills in the form of automated actions (unconscious action) through the execution of an algorithm of operations. Discussion. In our opinion, the basis of the situational approach to the formation of cognitive activity in preschool children is made up of situations that constantly arise in the child's life (in nature, in the family, in preschool educational institutions, in society, in interaction with other people, etc.), appearing in the form of specific life circumstances as factors and conditions that have a significant impact on the organization of the process of cognition, the development of mental activity and the formation of personal qualities that encourage the child to perform targeted actions and apply them in specific situations and life circumstances. Conclusion. The results of the conducted research can be used in the process of developing and implementing a comprehensive system of knowledge and skills in the cognitive activity of preschoolers in specially organized conditions of preschool educational institutions based on the development of stable intellectual-activity and need-motivational spheres, the child's mental abilities (cognitive, sensory, speech, creative, etc.) for the successful application of personal experience in learning something new. Keywords: Situational approach; Situation; Formation; Personality traits; Culture of cognitive activity; Cognitive activity; Educational situations; Exploratory behavior; Preschool children; Preschool educational organization. Highlights: The essence of the concept of "situation", "situational approach" in relation to the process of formation of cognitive activity in preschool children has been clarified; It has been established that the leading types of children's activities are not the only ones for a specific stage of personality development and in the whole system of activities constitute the dominant "core", on which the formation and features of their mastering by the child depend from the point of view of the holistic development of the child as an active subject of activity, manifested in general and individual characteristics; The process of formation of cognitive activity in preschool age, which is carried out at the emotional, rational and practical levels, which are essential for the further self-development of the individual in various forms, has been substantiated; The content of pedagogical work with preschoolers and the sequence of the process of activating knowledge, which is ensured by mental processes, the child's mastery of mental actions, etc., are interpreted.

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In today's society there are social and cultural changes that characterize the modern style of formation of human relationships, changing models of interpersonal interaction. These processes penetrate even the level of the relationship between preschool children and adults (parents, teachers and other adults) with whom they interact. Parents, as the founders of a positive family microclimate, form in children value orientations and moral norms, cultivate in them personal qualities in order to gradually engage in social activities. The institution of the family needs pedagogical support from the very first educational institution – the institution of preschool education, in particular from the preschool teacher, in matters of choosing effective and appropriate educational technologies in the moral sphere. In view of this, there is a need for scientific substantiation and methodological support of the educational process aimed at forming the personality of a preschool child in an adequate model of interpersonal interaction, in which the child is the subject of real relationships established and developed on the basis of moral values. formation of respectful attitude in children of the 5th year of life to adults. Historical analysis of scientific and pedagogical experience allows us to assert the priority of values in society and human life, because the future of society and its culture will depend on how much they are accepted and actualized by each person. In the context of the national revival of the spirituality and culture of the Ukrainian people, the formation of the individual and, in particular, its moral sphere, is a priority of the philosophical, psychological and pedagogical aspects of society. The culture of intergenerational relations is analyzed and its types are singled out (M. Mead): post-figurative, co-figurative, pre-figurative. The purpose and tasks of research are defined, in particular: philosophical researches are described, structural elements of concepts «morality», «moral values» are specified. The potential of the Ukrainian fairy tale in the context of the research topic is revealed; the functions performed by fairy tales are analyzed: mirrors, alternative concepts, models, mediation, changes of position, storage of experience. Pedagogical conditions of formation of respectful attitude to adults in children of the 5th year of life are substantiated, namely: creation of developmental environment in preschool educational institution for the purpose of maintenance of a positive emotional background of perception by pupils of moral maintenance of fairy tales; systematic enrichment of knowledge of children of the 5th year of life by the content of fairy tales of moral orientation; involvement of children in practically oriented activities in the context of creative interpretation of fairy tales with subsequent behavioral projection and tested their effectiveness in the educational process of preschool education in Ukraine. Comparative results of experimental research are described. The obtained data testify to the effectiveness of pedagogical conditions for the formation of respectful attitude in children 5 years old to adults with the help of a Ukrainian fairy tale. The prospect of further research requires the question of the educational trajectory of educators in order to increase their pedagogical competence in moral education.

The modern educational process in preschool education requires the use of innovative approaches in working with children of early and preschool age. One of the effective technologies that promote emotional development is the Kimochis technology, which helps children become aware of their own emotions, form communication skills and social interaction, which is extremely important in difficult times for Ukraine. The purpose of the article is to analyze the essence and content of the “Kimochis” technology, the possibilities of its implementation in Ukrainian preschool education institutions (PEI) to support the emotional development of children, especially those who have experienced the traumatic experience of war. The authors used mainly theoretical research methods, namely analysis, synthesis, generalization, and classification. The article considers the Kimochis method as an innovative technology for developing emotional intelligence in children of early and preschool age. The relevance of using this method in the educational process, its impact on the formation of communicative and social skills in children is determined. The authors define the essence of the technology, its guiding principles (learning through play; working with children of different ages; implementation in various social institutions, including in preschool education; systematic training of educators; support and guidance for children in experiencing difficult emotional states; adaptability to different cultures and languages), areas of work, characterize toy characters, which are an important component of the implementation of the technology. The implementation of the technology occurs through interconnected stages: familiarization, interaction, and practical. The main advantages of integrating Kimochis into the preschool education system are outlined, in particular, its role in the development of empathy, self-regulation and interaction with peers. The potential possibilities of implementing this technology in pedagogical practice are explored, and the prospects for further scientific exploration in this area are outlined.

The article presents a systematic examination of academic integrity as the basis of scientific research, educational, and creative activities of future preschool teachers of preschool educational institutions (PEI) in the context of the experience of preparing bachelors in the specialty 012 Preschool Education. Based on the analysis of the results of the survey among bachelor's degree seekers (educational program 012 Preschool Education), according to the developed questionnaire "Academic integrity", the students’ view on the problems of academic integrity has been highlighted; the experience of training future teachers of PEI within the framework of educational components that ensure the acquisition of research and creative competences has been released to the public, the means of forming students’ skills of sticking to the integrity approach, in particular during the work with scientific sources, their accurate citation, writing scientific texts based on the sources and producing creative products have been described.
 On this basis, the educational content related to issues of academic integrity, prevention of academic plagiarism within the framework of the educational components "Basics of scientific research", "Modern technologies of musical and aesthetic development of preschoolers", "Pedagogical guidance of visual art activities in PEI", "Methodology of teaching visual art in PEI and child development centers", "Fundamentals of visual art literacy", "Plot and thematic composition in modern painting", "Theatrical activity in PEI" has been improved and strengthened. Also, extensive outreach work on ensuring a climate of academic integrity in PEI, students’ compliance with the principles of academic integrity in order to increase the level of their conscious involvement in the process of obtaining a reliable result of the educational activity, which consists in mastering the professional competencies of a future teacher PEI, has been planned and is being implemented.

Online learning, especially in higher education, has grown in recent years and the study of its didactic implications has also increased. Online experiences have been found to be as successful as face-to-face ones, but there is a concern about a lack of social interaction among students. This makes it necessary for teachers to plan collaborative activities. Therefore, the aim of the present work is to analyse the main design features of collaborative activities that have been reported as successful in higher education. A total of 46 articles published between the years 2018 and 2023 were analysed in a systematic review based on the PRISMA Statement. Their main elements were grouped into three categories: contextual factors; pedagogical strategies; and ICT tools and resources that favour the development of such activities. By way of conclusion, recommendations for the design and instruction of a collaborative higher education activity in an online environment are presented.

The article is devoted to the modern issues of pre-school education in Donetsk region. The article presents the statistic information concerning the development of a network of pre-school education institutions in Donetsk region during the military aggression – the general number of institutions in the cities/regions, the number of children involved into pre-school education, the number of pre-school groups with prioritized ways of development, the number of institutions which operate in the so called “grey zone” and the number of children who get pre-school education in the designated institutions under dangerous conditions, staff assistance, etc. The statistical data concerning the language of the educational process in pre-school institutions of the region are separately represented in the article. The article uncovers special features of the organization and topical issues of Donetsk region pre-school education based on regulatory documents and the programme “Donetsk region education in European dimension. 2017‒2020”. The attention is payed to the modern challenges for Donetsk region education; modern educational challenges have been characterized as national-patriotic upbringing, inclusion, implementation of sustainable development and creation of a safe and child-friendly pre-school education institution. The article focuses on bilingual environment of the region and the necessity to pay attention to this specific aspect while organizing educational activities with preschoolers. The information regarding the results of the pre-school education institutions of Donetsk region involved into educational projects has been summarized. The article presents the forms and methods of pursuing the principle of regionality in pre-school education institutions. Some ways of combining the general regional and the regional components in the educational process of pre-school education institutions under conditions of reformations within the system of education have been proposed. Keywords: modern pedagogical challenge, child-centrism, national patriotic education, inclusion, inclusive education, sustainable development.

У статті здійснено аналіз впливу концепції та основних ідей Нової української школи на організацію освітнього процесу в дошкільних закладах освіти (ЗДО), виділено основні напрями діяльності вихователів дітей дошкільного віку, що потребують змін: ознайомлення з концепцією нової української школи задля забезпечення наступності між дошкільним закладом і школою, посилення роботи у напрямі просвітництва батьків, введення гнучкого розпорядку дня для дітей, відмова від колективних занять як основної форми організації освітнього процесу, забезпечення дітям вільного вибору діяльності. Автором підкреслена необхідність перегляду змісту освітніх програм для закладів дошкільної освіти з метою перенесення акцентів з когнітивного на морально-етичні компоненти змісту. Зазначено, що основною метою ЗДО, у відповідності до Базового компонента дошкільної освіти є формування життєвої компетенції дитини.

A smart society starts from pre-school age. Aiming to implement the National Education Strategy for 2013–2022, the considerable attention is paid to the involvement of children into pre-school education, where their individual skills would be more actively disclosed. It is therefore essential to develop alternatives within education system, which would be accessible, attractive and valuable to those groups of society that are currently not sufficiently enough involved into education. Considering that the economic well-being of the Republic of Lithuania is growing and the employment is increasing, the requirements for the quality and availability of public services are increasing in the society, it is worth to be mentioned that Lithuanian society also expects more accessibility and quality of services in pre-school education institutions.The aim of the research is to reveal the possibilities of new ways and channels of delivering public service in pre-school education institutions. Having conducted the content analysis of scientific literature and synthesis of ideas substantiated with scientific analysis as well as having conducted qualitative research in pre-school education institutions of Mažeikiai County Municipality, the research is based on the case of Mažeikiai county.The selection of the research object – public services in pre-school education institutions and their delivery ways and channels – is based on the aim of education policy to increase the accessibility, repeatability, individualization of services for early education as well as the increasing interest in modern ways of service delivery in Lithuania, by combining direct and indirect service delivery channels. In the second decade of the 21st century, scientists’ attention paid to the personalization and particularity of the service is increasing, as the user’s needs and the supplier’s possibilities are growing. Innovative technical channels and a whole set of instruments are increasingly being used to personalize services (A. Patapas, V. Vilutytė-Žilienė, 2013, pp. 312–325; A. Jonas, 2016, p. 206).Services are often available through several different distribution channels, which, according to L. Bagdonienė et al. (2004), are understood as the chains of entities (individuals and organizations) involved in the delivery of services and performing specific functions. There are two types of service delivery channels – direct and indirect (through intermediaries) – distinguished by authors, and on the basis of the latest scientific literature, we have included one more channel, when both channels are combined. Direct service delivery may be provided at the provider’s institution or in the consumer’s location, or some services may be provided at either location. Meanwhile, the indirect service channel can take many forms, whose structures are rapidly changing and they are increasingly complex, with active use of e-services, m-services and smart services.In Lithuania,10-15 years ago, direct education services included all educational services (education and care, educational assistance, parent education, etc.) and most of social services (nutrition, health care, social and psychological assistance, ensuring of physical, social and emotional security, family support, etc.). Today, we are talking about combining these channels and the increasing involvement of stakeholders and social partners into service delivery. In this way, modern service delivery channels could be: 1) alternative to the traditional channel (direct service delivery at the provider’s institution or at the recipient’s home) when digital technologies are used, according to the provider’s choice or the recipient’s choice, 2) chains and networks created by inter-institutional co-operation and partnership, when educational and social services are delivered both directly (recreational services for children and family, temporary education and care, child care centres, babysitting services, social and psychological assistance in pre-school education institution or at home, etc.) and indirectly (e-communication with parents, informing about health, social support from local authorities, issues on children’s rights, supply of extracurricular activities, involvement in local community activities, etc.), usually by coordinating delivery channels.The analysis of the material collected during the semi-structured interview (six heads of pre-school education institutions in Mažeikiai county and one specialist from education department who works with kindergartens were interviewed) allowed to distinguish the following particularities and perspectives of the delivery of modern pre-school education services:
 
 Delayed political decisions are among the external factors that hinder the increased use of modern services and delivery channels. The process is promoted by opportunities created by information technology and migration, as emigrants returning to Lithuania want new, more diverse services for their children.
 Of the internal factors that influence the development of modern services, the competence of the staff of pre-school education institution is the most significant. At present, it is of paramount importance in educational services, without avoiding to introduce alternative educational programs. There is active learning to ensure the social and emotional safety of children, but there is the lack of deeper understanding and readiness to provide family support services and work with at-risk families.
 Inter-institutional cooperation is important in service supply chain. It has increased in providing educational, physical, emotional security services for a child; there is the lack of active social interaction with other institutions in providing family support and social security services.
 Through the combination of direct and indirect service delivery channels, the use of digital technologies is important, and informants see their potential in increasing access to services, increasing diversity of services, reducing the disparity in service availability between urban and rural areas, and creating new quality of education.
 In Lithuania, it has not been prepared so far for the model of pre-school education at home and family support, and during the transitional period there would be an approval for mobile kindergarten groups.
 Nanny service, as an alternative service to early childhood education, is provided only in exceptional situations, and it would be viable in the cities and its funding should be complex; the pedagogical and value competence of a nanny is important as well.

The article reveals the specifics of training future teachers to work in preschool education institutions in terms of requirements for their professional activity. It was established that the future teachers of the preschool education institution, first of all, need to work with parents, since the closest environment of the child is the family. Certain aspects of the activities of future educators are disclosed, in which they should pay attention to the individual determination of children’s physical load. The possibilities of the preschool education institution in building its functioning in the direction of modernity, its relations with the surrounding society are revealed. It was established that in order to prepare the future teacher for interaction with the micro-environment of the preschool education institution, it is necessary to teach him to apply various directions of the organization of the innovative institution. It has been proven that the training of future educators can be effective on the basis of knowledge of modern principles of development and formation of a healthy lifestyle for children and parents. The necessity of training future educators to ensure the psychological safety of children during their stay in a preschool institution is revealed. The ability to clearly distinguish personal traits and peculiarities of a child’s mental state, to diagnose signs of children’s stress state, has been established. The main forms and methods of work of future educators regarding the formation of the need for a healthy lifestyle in preschool children have been determined. The principles of openness-closedness, which future educators should follow in their professional activities, are revealed. The main trends in the training of future preschool teachers have been established, which are related to the creation of a full-fledged space for the child’s development and the organization of comprehensive support for the individual development of preschool children. In the preparation of the future educator, special attention is paid to the personality of each child as the highest social value of society, instructions are given for the formation of a citizen with high intellectual, moral and physical qualities. This involves the creation of prerequisites for the development of activity, initiative and creativity of pupils and teachers, their interested interaction, as well as broad public participation in the management of preschool education.

The article reveals the essence of artistic and creative competence and the pedagogical conditions for its formation in children of senior preschool age in a preschool educational institution. The key artistic and creative competence is interpreted as the ability of a child to practically realize his artistic and aesthetic potential to obtain the desired result of creative activity on the basis of developed emotions and feelings for the types of art, to elementary apply artistic skills in life situations during educational and independent activities. The main types of a preschool child's artistic and creative competence are determined as musical, theatrical, artistic and productive, etc. Three organizational and pedagogical conditions for the formation of artistic and creative competence of children in a preschool educational institution are distinguished: 1. Creation of an emotionally attractive poly-artistic environment as a platform for developing the motivation of the child's artistic and creative activity. 2. Ensuring the sequence of “perceive – know – create” in all types of artistic activity. 3. Focus on the formation of artistic and creative competence in all organizational forms of artistic activity of children in a preschool educational institution. The importance of the comprehensive application of the specified conditions for the formation of artistic and creative competence of children in preschool educational institutions is emphasized.

The research outlines the relevance of the problem of using media in the educational process of preschool educational institutions. The object, purpose and objectives of the research are determined. The object of the research is the use of media in the educational process of preschool educational institutions. The purpose of the research is theoretical and methodological, methodological substantiation and experimental verification of the effective use of media in the educational process of preschool educational institutions. The objectives of the research: to study the theoretical and methodological, methodological foundations of the effective use of media in the educational process of preschool educational institutions; to investigate the features of experimental and pedagogical activities on the use of media in preschool educational institutions. The theoretical and methodological and methodological principles of the research are characterized, the analysis of which revealed contradictions that do not contribute to the effective use of media in the educational process of preschool educational institutions, between: the objective need of society for a person who has a need to know the environment, to dynamically assimilate and process information and insufficient attention of pedagogical theory and practice to its formation, in particular by means of media; the declaration of the need to use various media in the educational process of preschool educational institutions and the insufficiency of their use in educational practice; modern requirements for the use of media in the conditions of preschool educational institutions and the insufficient readiness of educators for the specified activity; the need of children of senior preschool age for psychological and pedagogical support of their upbringing, development, and learning based on the use of media and the insufficiency of methodological support for the educational process of preschool educational institutions in the specified context. Methodological foundations of the study: philosophical ideas of humanism and modern concepts of humanization of education; theories of personality and its development in activity; systemic, competency-based, activity-based, personality-oriented axiological methodological approaches to education and development of the personality, etc. Results, value and originality of the research. The content of the main concepts of the study «media», «media tools», «media texts» is clarified. The essence of the State Standard of Preschool Education (2021), a number of educational comprehensive and partial programs for preschool children («Child» (2020); «I am in the World» (2024); «Media Preschooler» (2019); «Tales and Paints» (drawing using elements of media education; 2018); «Media Education for Preschoolers»; 2019) regarding the content and features of the use of media in the educational process of preschool education institutions is outlined. Based on the analysis of the results of a number of psychological and pedagogical studies, it is proven that media have significant educational potential and can be used by teachers to organize educational interaction with children and the children themselves in various types of activities. Implementation of the research results. Examples of the use of media in experimental and pedagogical activities of preschool education institutions within the educational direction «Child in the Natural Environment» of the State Standard are proposed preschool education (2021). Qualitative and quantitative analysis of the results of the control stage of the experiment showed an increase in the level of development of the ability of teachers of the experimental groups to use media in the educational process of preschool education institutions, as well as an increase in the level of development of digital and natural and ecological competencies of children of senior preschool age, which indicates the effectiveness of experimental and pedagogical activities. The prospects of scientific research lie in the need for further in-depth study of the features of the use of media in order to form the competencies of children of senior preschool age within all areas of the State Standard of Preschool Education (2021) and in various types of their life activities.

Evaluating the Quality of Preschool Education in Russia

Collaborative web-based activities can serve as a cogent method for large-scale, psychoacoustic data collection. The advancing maturity of web-based platforms makes it feasible to rapidly develop entertaining games that can collect information on specific tasks, such as audio and image annotation, on a large scale. The accessibility and entertainment value of these games make them attractive to educators as well, since they promote interactive learning methods through gaming. To this end, we have developed Tone Bender, a collaborative activity developed for signal processing education and data collection on the perception of musical instruments. In this paper, we describe how Tone Bender collects perceptual information from players and provide sample lessons for K-12 curricula using the game as an educational platform.