Педагогічні умови цифровізації освітнього процесу в закладах дошкільної освіти

This publication highlights the critical role of information and communication technologies (ICT) in the educational process, with a primary focus on preschool education. Based on an analysis of the scientific literature, the fundamental concepts of the study — “digitalization” and “digitalization of the educational process” — have been defined. The organizational and pedagogical conditions for digitalizing the educational process in preschool institutions were also characterized. The purpose of this article is to study the forms and methods of digitalizing the educational process as a primary pedagogical condition for working with older preschool children and to identify the prospects for further development of this issue. Attention must be drawn to the fact that reforms in Ukrainian education require highly qualified educators in preschool education. Therefore, at the current stage, the primary task is to develop high-level ICT competence among preschool educators. A classification of computer games that educators can utilize in the educational process of preschool institutions is presented, including dynamic, role-playing, creative, and educational games that foster the development of logical thinking and intellectual abilities in preschool children. The practical experience of educators in digitalizing the educational process in preschool institutions is determined, highlighting specific forms and methods of educators' work and the practical use of digital content during various activities with children. This article emphasizes the need for educators to strictly adhere to safety, hygiene requirements, and ergonomic rules for each age group. The importance of creating a safe digital educational environment for preschoolers and educators is underscored as a critical factor in the modern context, especially during wartime conditions. The introduction of distance learning in preschool institutions has made the digitalization of education particularly relevant. The risks associated with digital technologies and their impact on the safety and well-being of children are explored, including those identified by UNESCO, which considers these risks in various contexts. Based on the analysis of the scientific literature, the key factors that prevent digital technologies from adversely affecting the development of preschool children were identified.