kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.18.2.04KESFBFkvmolur-52Research ArticleСтатьиСвязь цифрового компонента обучения и развития детей дошкольного и школьного возраста: обзор исследований и международных образовательных практикThe Connection of the Digital Learning Component with the Development of Preschool and School-age Children: A Review of Research and International Educational Practiceshttps://orcid.org/0000-0001-8184-7411БелолуцкаяА. К.BelolutskayaA.

Анастасия К. Белолуцкая

Москва

 Anastasia Belolutskaya

Moscow

anastasiabel1981@gmail.comhttps://orcid.org/0000-0002-3136-3336ВачковаС. Н.VachkovaS.

Светлана Н. Вачкова

Москва

Svetlana Vachkova

Moscow

svachkova@gmail.comhttps://orcid.org/0000-0002-1216-5043ПатаракинЕ. Д.PatarakinE.

 Евгений Д. Патаракин

Москва

Evgeny Patarakin

Moscow

epatarakin@hse.ruМосковский городской педагогический университетРоссияMoscow City UniversityRussian FederationВысшая школа экономикиРоссияMoscow City UniversityRussian Federation2023290920251823755Copyright © Белолуцкая А.К., Вачкова С.Н., Патаракин Е.Д., 20252025Белолуцкая А.К., Вачкова С.Н., Патаракин Е.Д.Belolutskaya A., Vachkova S., Patarakin E.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/52

Актуальность исследования обусловлена распространением онлайн-обучения и отсутствием научно обоснованных критериев для анализа и конструирования новых образовательных программ. В статье представлен обзор международных исследований, посвященных следующим темам: влияние интернета на психическое развитие и академические результаты детей 5-12 лет; взаимосвязь использования инструментов цифрового обучения и формирования компонентов развития когнитивной и коммуникативной сферы; влияние цифрового компонента обучения на академические достижения учащихся; обучение детей основам программирования с целью формирования у них вычислительного мышления. В результате библиометрического анализа баз научного цитирования были выделены статьи, связанные с цифровой трансформацией дошкольного и начального обучения. Число таких статей за период с 2000 по 2020 г. для Scopus составило 1709, а для Web of Science 984. На основе анализа встречаемости ключевых слов в записях были выделены кластеры взаимосвязанных понятий. Три кластера для Web of Science связаны с сетью интернет, игровыми обучающими приложениями и вычислительным мышлением. В дальнейшем мы проанализировали 60 источников, наиболее полно представляющих указанные три кластера. Выводы: большинство исследований строится на сравнении значимости психолого-педагогического эффекта традиционного обучения и обучения с использованием цифровых технологий. Противоречивые данные о влиянии цифровых сред на образовательные результаты говорят о том, что разработка психолого-педагогической типологии механизмов онлайн-обучения, которая бы учитывала особенности взаимодействия ребенка, учителя и цифровой среды, носит актуальный характер.

The relevance of the research is due to the increasing popularity of online learning and the lack of scientifically based criteria for analysing and designing new programs. The article provides an overview of international research and teaching practices on the following topics: the impact of Internet use on the mental development and academic results of children aged 5-12 years; the relationship between the use of various digital learning tools and the formation of various components of cognitive and communication development; the influence of the digital component of learning on students ' academic achievements; teaching children the basics of programming in order to form their computational thinking. In this study, the numbers of paperes related to the digital transformation of preschool and primary education were identified. The number of such articles for Scopus was 1709, and for Web of Science 984. Term maps were visualized in the period 2000–2020. The three clusters for Web of Science relate to the Internet, gaming learning applications, and computational thinking. After that, we analysed 60 sources that most fully represent these three clusters. The paper draws the following conclusions: to date, most studies are based on comparing the significance of the psychological and pedagogical effect of traditional training and education with the active use of digital technologies. There are few studies comparing different types of digital environments and online educational technologies; conflicting data on the impact of digital media and online technology on educational outcomes suggests that development of psycho-pedagogical typology of mechanisms for online learning that would take into account the peculiarities of interaction between child, teacher and digital environments, is urgently relevant; today, we have a fairly large array of data on the positive impact of digital gaming environments on the formation of creative abilities.

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The authors declare that there are no conflicts of interest present.