DISTANCE LEARNING FOR PRESCHOOL CHILDREN ON THE BASIS OF PARTNER PEDAGOGY DURING WARTIME

Abstract

Based on scientific and pedagogical literature study, the article authors provide a terminological analysis of the pedagogical essence of the category ‘distance learning of preschool children.’ It is defined as a form of education during the war; its foundation should be based on partnership. The authors understand the essence of the category ‘distance learning of preschool children’ as an organization of partnership educational interaction in the distance of the educator from children and their parents (adults caring for children), which operates synchronously and/or asynchronously in modern educational, information and communication (digital) technologies.The positive and negative aspects of involving preschool children in distance learning are considered. It has been proved that preschoolers’ education should not be stopped during the conditions of wartime; educators, children, and their parents should interact as subjects of the educational process. The following modes of preschoolers’ distance learning are determined: synchronous and asynchronous ones, Modern online educational tools that can be used by both preschool children’s educators and parents are revealed.At the end of the second month of the war in Ukraine, a survey of 50 educators of preschool educational institutions in Poltava Regional Vocational School dealing with the issues of distance learning has been conducted. In most cases, adults are interested in continuing the education of preschoolers in the conditions of distance learning during wartime.Scientific and pedagogical research has prompted the authors to determine the factors of distance learning in preschool education on the basis of partner pedagogy during wartime. They are the following: the principles of partnership pedagogy; all subjects of preschool education orientation on the continuity of educational activities during wartime; preschool education subjects’ cultural and educational diversity; the level of preschool education subjects’ emotional intelligence and communicative competence formation; adults’ abilities to build new social connections, developed skills of adaptability to activities in different conditions and resilience; information reliability of educational services, social networks, online educational platforms; adults’ active assistance to children in educational activities during wartime; appropriate social and technical conditions of distance learning for preschoolers; the subjects’ digital literacy in the educational process; taking into account the wartime features (limited time (curfew), situations of imminent danger (military action, air alarms, the need to be in shelters), etc.).