PEDAGOGICAL CONDITIONS FOR OPTIMIZING PLAY-BASED LEARNING ACTIVITIES IN PRESCHOOLS VIA INFORMATION AND COMMUNICATION TECHNOLOGIES
Keywords:
KEYWORDS: Play-based learning, ICT tools, Preschool age, Digital pedagogy, Cognitive activity, Interactive games, Pedagogical system,Abstract
ABSTRACT:This thesis comprehensively investigates the systematic configuration of pedagogical conditions required for the optimization of play-based learning activities in preschool educational organizations (PEOs) using modern information and communication technologies (ICT). The relevance of this study is rooted in the digital paradigm shift facing alpha-generation learners, which requires a strategic harmony between classical tactile play and interactive multimedia interventions. The thesis meticulously outlines the theoretical foundations of digital play-based pedagogy, cognitive loading parameters, and the integration of interactive smartboard technologies within preschool learning environments. The results section avoids standard numerical data, presenting two separate multi-dimensional qualitative transformation matrices that illustrate the clear progress in spatial orientation, logical memory retention, and group communication dynamics achieved during the experimental phase. Ultimately, this research provides evidence-based guidelines intended to assist early childhood educators in implementing safe, well-balanced, and pedagogically sound digital instructional methodologies.
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