OVERCOMING PSYCHOLOGICAL BARRIERS IN FUTURE PRESCHOOL EDUCATION SPECIALISTS REGARDING THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES

  The article addresses the pressing issue of the psychological readiness of future preschool educators to integrate information and communication technologies (ICT) into their future professional activities. In the context of the rapid digitalization of the educational space, the effective use of ICT is a key element of a quality educational process in preschool educational institutions (PEIs). However, future educators often encounter psychological barriers that complicate their readiness and motivation to use technologies in their work with preschool children. The article analyzes the main psychological obstacles faced by pedagogical students regarding the use of ICT in PEIs. Among these, the following are highlighted: fear of new technologies, low self-assessment of ICT competencies, fear of technical difficulties, prejudice regarding the impact of ICT on children’s development, and insufficient understanding of the pedagogical value of ICT. The reasons for the formation of these barriers are examined, including a lack of practical experience, negative stereotypes, and insufficient methodological support. Based on the analysis, strategies for overcoming psychological barriers are proposed. These strategies include: ensuring quality information support (providing clear, accessible, and scientifically sound information about ICT); organizing effective practical training (trainings, master classes, practical sessions); fostering a positive emotional experience of using ICT (demonstrating successful examples, encouraging experimentation, feedback); promoting awareness of the pedagogical value of ICT (revealing the potential of technologies to enrich learning and child development); and creating a favorable psychological climate (support from teachers and students, exchange of experience, atmosphere of trust). The article emphasizes the importance of systematic work to overcome psychological barriers, as the psychological readiness of future educators is key to the successful integration of ICT into preschool education. The research results can be useful for teachers of higher education institutions, methodologists, and specialists interested in the quality training of pedagogical staff for work in the context of the digital transformation of education.