- Гончарук, Марина (orcid.org/0009-0006-6761-1254) (2025) Digitalization of preschool education: germany’s innovative experience for implementation in Ukraine Information Technologies and Learning Tools, 6 (110). pp. 24-41. ISSN 2076-8184
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Abstract
This article provides a comprehensive analysis of the innovative experience of digitalizing preschool education in Germany and a scientifically grounded methodology for its adaptation in Ukrainian preschool institutions. The study examines the conceptual foundations of preschool education digitalization, analyzes modern approaches to integrating information and communication technologies into the educational process for preschool children, and defines pedagogical conditions and didactic principles for effective use of digital tools. Special attention is given to a detailed analysis of German educational programs at federal and regional levels that integrate digital technologies with traditional methods of teaching and upbringing preschoolers. The research investigates the specifics of using interactive whiteboards, tablet computers, educational mobile applications, robotic learning systems, virtual and augmented reality platforms, as well as digital platforms for parent communication in German kindergartens. The study identifies scientific and methodological principles of successful preschool education digitalization: gradual and systematic implementation, competency-based training of pedagogical staff,ensuring cybersecurity and personal data protection, maintaining psychological and pedagogical balance between digital and traditional child development methods. A comparative analysis of experiences from five German federal states (Bavaria, Baden-Württemberg, North Rhine-Westphalia, Saxony, Hesse) in creating digital educational ecosystems for preschoolers was conducted, identifying best practices and innovative solutions. A scientifically grounded model for adapting German experience to Ukrainian realities has been developed, taking into account cultural and historical features, socio-economic capabilities, regulatory framework, and specifics of pedagogical staff training. Practical recommendations for Ukrainian preschool institutions regarding phased implementation of digital technologies are proposed, including development of specific action algorithms, effectiveness evaluation criteria, and quality monitoring systems. A multi-level model of preschool education digitalization has been created that integrates pedagogical, technological, organizational, and managerial aspects while considering children's age characteristics and current trends in information technology development. The research addresses the particular relevance of digitalization for Ukraine in the context of wartime challenges caused by Russian aggression, where digital technologies become not only tools for education modernization but critically important means of ensuring educational continuity, supporting children's psychological well-being, and maintaining connections with native culture. The proposed three-level implementation model («Digital Literacy» → «Digital Creativity» → «Digital Innovation») allows Ukrainian preschool institutions to carry out gradual and economically justified implementation of digital technologies considering their resource capabilities and specific needs.
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