IMMERSIVE TECHNOLOGIES USED IN THE PROCESS OF PREPARING SENIOR PRESCHOOL CHILDREN FOR SCHOOL: BASIC PEDAGOGICAL PRINCIPLES, PRACTICAL ASPECTS AND PSYCHOLOGICAL APPROACHES

Gerasimov Anton Vladimirovich

Target. The purpose of this article is to study methodological aspects and theoretical approaches aimed at using immersive technologies (in particular, from the category of augmented and virtual reality) in the process of preparing older preschoolers to start school. The research in a practical sense is aimed at the process of identifying the psychological and pedagogical use of such technologies in order to increase the effectiveness of the pedagogical process. Method. The work uses methods such as an analysis of existing specialized psychological and pedagogical literature on the topic of research, as well as a comprehensive review of available practical methods for using immersive technologies in educational institutions. The main attention in the study is paid to the basic principles of communication activity, individualization and visibility of the learning process. The work also discusses the main features of practical and theoretical training of teachers and further Result. The result of the study is a substantiation of the main psychological and pedagogical advantages of using immersive technologies in the preschool education system. The study identified the basic psychological and pedagogical principles necessary to take into account when introducing immersive systems of augmented and virtual reality into the pedagogical process. The main methodological recommendations have been identified and practical approaches for teachers in the aspect of using immersive technologies have been formulated, additional proposals have been developed for the professional training of teachers and the organization of the pedagogical process. Conclusions. The use of immersive technologies in the process of preparing older preschoolers for school opens up fundamentally new opportunities that can significantly improve the quality of learning material and education in general. Immersive technologies contribute to the active development and formation of motivation and cognitive abilities in children of senior preschool age, as well as the child’s emotional involvement in the process of acquiring knowledge. For the successful use of immersive technologies, it is important to take into account psychological and pedagogical aspects, the characteristics of the child’s personality, as well as provide professional training for teachers with the provision of appropriate technical support.

Keywords:immersive technologies; a virtual reality; augmented reality; preschool education; preparation for school; pedagogical methods; individualization of training; cognitive abilities; motivation of children; psychological aspects