DIGITAL COMPETENCE OF PRESCHOOL CHILDREN AS A CATEGORY OF PEDAGOGICAL SCIENCE

Abstract

This article examines different approaches of foreign and domestic scientists to the interpretation of the concept of "digital competence"; an analysis of scientific literature on the problem of forming digital competence, effective use of information and digital technologies in education and training, training of future specialists for professional activity by means of digital educational technologies was carried out; the interpretation of the concept of "digital competence" in normative documents in the field of preschool education is considered. The definition of the concept of "digital competence of a preschooler" is formulated as a systemic and dynamic personality quality that integrates theoretical and technological knowledge about the main methods of informatics and digital technologies, skills, abilities and experience in their use in solving educational and everyday tasks by means of information- of communication technologies, characterized by the awareness of digital competence as one of the leading values, manifested in the desire, ability and readiness to effectively use modern means of digital technologies in everyday life and education. According to the Basic component of preschool education, one of the results of educational work is the digital competence and digital literacy of a preschool child. Information and communication competence is defined as one of the key ones in the State Standard of Primary Education. According to the NUS, among the key competencies, informational and digital competence is highlighted. Analysis of the works of foreign researchers showed the use of two terms - digital competence (digital competence) and digital literacy (digital literacy). In both cases, digital literacy or competence involves the confident and critical use of available information society technologies for everyday communication, work and leisure.