DIGITAL TOOLS IN PRESCHOOL SETTINGS: DYNAMICS,CHALLENGES AND TEACHERS’ ATTITUDES TOWARDSDIGITALIZATION

One of the key challenges of ECE is the integration of digital devices into the educational process as a means of expanding children’s learning opportunities and teacher-child interaction, rather than replacing it (Saljo, ). In international preschool practice, digital tools are widely used: in organizing play environment (Marsh et al., , Fleer, Rai, ) and play-based education (Verenikina et al., , Gillen, Kucirkova, ). In Russia, despite the increasing digitalization and the growing availability of gadgets for preschoolers, in preschool education there remains a contradictory attitude towards the use of digital technologies (Soldatova, , Rubtsova et al., ). This study aims to analyze the dynamics of the use of digital tools in kindergartens over the past  years, to identify teachers’ perspective on learning and play and the integration of digital tools into the educational process. The sample includes  preschool classrooms; the digital environment quality was assessed with ECERS- (item  “Appropriate use of technology”).  preschool teachers participated in semi-structured interviews, and  video-cases of using digital devices in the educational process with preschoolers were analyzed. Informed consents were obtained from all the participants; the data were anonymized. A comparative analysis of the average scores by each year showed that there are no qualitative and quantitative changes in relation to the use of digital tools in the educational process: .% of teachers do not use digital tools, an unsatisfactory level of quality of use was recorded in .% of preschool groups, minimal – .%, good – .%. Analysis reveals  trends: avoidance or formal use without taking into account the age specifi cs and children’s interests. Prohibitive and restrictive policies regarding the use of digital devices by preschoolers are widespread. Teachers lack instruments for integrating digital technologies into preschool practice as cultural tools that expand children’s learning opportunities.