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Pre-school education is a crucial time in the formation of children’s individual personalities and values. In the context of growing concerns about climate change and environmental sustainability, integrating GREEN education into the pre-school system is becoming an essential choice for preparing new generations for global environmental challenges. In this sense, the proposed research focuses on teachers’ attitudes towards the implementation and involvement in GREEN activities at pre-school level. A key aspect of this research is to identify the underlying motivations behind the adoption of GREEN education in pre-school settings. Exploring these reasons will shed light not only on the theoretical and normative aspects that support the need for GREEN education, but also on the practical aspects related to the benefits observed in children’s development in terms of environmental awareness, social responsibility and the formation of sustainable behaviours.The research will also focus on the level of teachers’ interest in the application of GREEN education in the preschool learning process. Assessing this aspect will contribute to understanding the degree of teachers’ receptiveness and willingness to integrate specific GREEN education themes and activities into the curriculum.The research will also explore ways of implementing GREEN education in the pre-school environment, highlighting effective practices and obstacles encountered by teachers in the process. This approach will provide useful information for the development of educational strategies and resources to facilitate the effective integration of GREEN themes into pre-school curricula.

The pre-school period is a developmental stage in children aged 3-6 years where children learn to interact with other people. At this time game tools are needed that can support children's motor development. Educational Game Tools (APE) are all forms of games designed to provide educational experiences or learning experiences to the players, especially children. TA Pesan Ibu is one of the schools that provides a stimulus for the development of preschool-aged children, such as motor, cognitive, and other developments. APE given to children is in the form of a Sensory Path. This game is still not optimal for children so the solution that can be done is to provide sensory path games so that they can provide a stimulus for children's motor development. Thus, the teacher can introduce educational game tools that are in accordance with the themes and sub-themes of learning so that children feel happy when they are in class. Masa Pra Sekolah adalah tahap perkembangan pada anak usia 3-6 tahun dimana anak belajar berinteraksi dengan orang lain. Pada masa ini diperlukan alat permainan yang dapat mendukung perkembangan motorik anak. Alat Permainan Edukatif (APE) merupakan semua bentuk permainan yang dirancang untuk memberikan pengalaman pendidikan atau pengalaman belajar kepada para pemainnya, terutama pada anak. TA Pesan Ibu merupakan salah satu sekolah yang memberikan stimulus perkembangan anak usia prasekolah, seperti perkembangan motorik, kognitif dan lainnya. APE yang diberikan pada anak berupa Sensory Path, Permainan ini masih belum optimal diberikan pada anak sehingga solusi yang dapat dilakukan adalah memberikan permainan sensory path sehingga dapat memberikan stimulus pada perkembangan motorik anak. Dengan demikian, guru dapat mengenalkan alat permainan edukasi yang sesuai dengan tema dan sub tema pembelajaran sehingga anak merasa senang saat berada di dalam kelas.

This descriptive survey study was conducted to determine the attitudes of pre-service pre-school teachers towards distance education. 181 pre-service teachers studying at Sinop University and Nigde Omer Halisdemir University Preschool Education Program in the 2020-2021 academic year participated in the study. The Personal Information Form and the Attitudes Towards Distance Education Scale were used as the data collection tools. The pre-service teachers to be included in the study were selected using the convenience sampling method. Descriptive statistics was used to analyze the data on personal characteristics and pre-service pre-school teachers’ attitudes towards distance education. The t-test was used to determine whether the attitudes of the pre-service teachers towards distance education differ according to the university they study at, technological tool with which students follow the online lessons, and convenience of the environment in which students follow the online lessons; Mann Whitney U test to determine whether it differs according to gender and having internet connection at home; the ANOVA was used to determine whether it differs according to grade level. The results revealed that the attitudes of the pre-service pre-school teachers towards distance education were at a moderate level. As a result of the research, it was found that the technological tool with which students follow the online lessons, and the convenience of the environment in which students follow the online lessons showed a significant difference in the total attitude scores of the pre-service teachers towards distance education; ıt was found that the university they study at, gender, grade level and having an internet connection at home did not show a significant difference.

The article presents the results of the psycho-pedagogical experiment carried out in two kindergartens in Galati, on a sample comprising 4 teachers, 12 preschool children with autism and 74 inclusive preschool children. The study aimed to investigate the development process of the integrative system in early education by ensuring the interdependence between material resources, human resources and methodological resources existing in institutions implementing this type of training. The research is of value because it was carried out on an age segment that is little researched and explored, but which is of overwhelming importance in the development of preschool children with ASD in all aspects: psychological, social and emotional. It has been scientifically and practically demonstrated that a thorough training of teachers in mainstream education is required to ensure a successful integrated approach through a rigorous, well-founded intervention in accordance with the specific characteristics of children with ASD and their educational needs.

While extensive research has explored the impact of Augmented Reality (AR) on student perspectives, experiences, and outcomes, there remains a significant gap in empirical studies focusing on teachers’ viewpoints, particularly within Science Education. Given that uncovering teachers’ viewpoints is crucial for leveraging AR technology’s potential in education since teachers decide whether to integrate it into their classrooms, the research question guiding this exploratory study is as follows: How do primary and pre-school teacher students perceive the integration of AR into Science teaching and learning following their engagement with pertinent university courses? Following a mixed-method approach, the data were collected via written questionnaires from 69 teacher students and focus group discussions involving 12 participants. Subsequent descriptive statistical and thematic analyses revealed that teacher students hold positive stances towards the integration of AR in Science Education. They emphasized that AR could significantly enhance motivational and cognitive outcomes for their future students while also improving accessibility and inclusion. Furthermore, their involvement in creating AR-enhanced materials not only increased course engagement and interest but also broadened their knowledge and fostered a sense of innovation, with the AR platform and application used being perceived as easy to use. Finally, challenges associated with classroom implementation were also highlighted.

In this study, it was aimed to examine the effects of using Web 2.0 tools in environmental education on the attitudes of preschool children towards the environment. The research used a combination of quantitative and qualitative data. Quantitative data were collected through the “Attitudes Toward the Environment Scale: Children's Attitudes Toward the Environment Scale-Preschool Version (CATES-PV)”, and the qualitative data were collected through the "Interview Form" created by the researcher. A total of 38 children, 18 of them in the experimental group and 20 of them in the control group, aged between 60-72 month old attending a public day care center, participated in the study group of the research. One of the parents (mother or father) of the experimental group, which is the group where qualitative data were collected, participated in the research with 18 participants. Attitude towards the environment constitute dependent variable in the research. Independent variable is environments with and without Web 2.0 tools are used. In this research, two-factor ANOVA analysis for repeated measurements used for independent samples of the quantitative data obtained, descriptive analysis was applied to qualitative data. As a result of the research, a significant difference was determined between the average scores of children's attitudes towards the environment after the experimental procedure in the environment where Web 2.0 tools were used in environmental education. It was determined that the changes in the mean scores of attitudes towards the environment of the two groups before the experimental procedure were significantly higher in favor of the group in the environment where Web 2.0 tools were used in environmental education. In this study, it was concluded that the environment in which Web 2.0 tools are used in environmental education is effective in developing children's attitudes towards the environment. According to the qualitative findings, the parents in the experimental group stated that these tools made learning interesting, memorable and facilitating, provided continuity and permanence in learning, and were effective in developing correct attitudes.

The history of pre-education is quite recent. In fact, in order for this education to start, it was necessary to wait for the formal education to spread to the whole society. Pre-school education, which emerged and designed to meet the needs of post-industrial societies, gave importance to the cognitive, affective and psychomotor development of students. Especially the educational needs of post-war societies also required pre-school education. In this context, three different approaches to pre-school education have emerged. The common point of these approaches is that they adopt a democratic education model and reject the authoritarian teacher role in the traditional education model. Thus, a reflection of humanity’s democratization adventure in the modern age has also shown itself in education models.

The extracurricular activities course in education is important for both teacher candidates and the implementation of extracurricular activities. So, the study was designed according to the case study, which is one of the qualitative research methods. The interview data, which was held in line with the data obtained after the evaluation of the planned activities of the teacher candidates, was analyzed via content analysis and descriptive analysis. As a result, it was concluded that the theoretical content of the extra-curricular activities in the education course contributed to the teacher candidates in terms of both professional and personal experience gained in the study.

IntroductionThe emphasis on skills-based learning has caused curricular change in education systems across the European Union, particularly in terms of the increased use of active teaching methodologies at all stages of education. These sorts of methodology are proven to have a positive impact on students’ motivation to learn and involve teaching strategies that represent a significant departure from traditional approaches. In this way, teachers in Pre-school Education can employ play-based strategies, which not only foster students’ acquisition of new skills but also their motivation. The objective of this study is to assess the impact of using active methodologies on the intrinsic motivation of students in the second cycle of Pre-school Education (3–6 years old) toward the process of teaching and learning.MethodsTo this end, a quantitative investigation was undertaken involving a non-probabilistic, convenience sample of 77 students in publicly funded Pre-schools. The selected students were asked to complete an ad hoc questionnaire to measure their motivation with respect to the methodology implemented in their classroom. Data were analyzed using the statistical program SPSS v.26 statistical significance was reached for all motivation variables (p

Abstract In this study, we examine the mother tongue proficiency of pre-school children from high-income and highly educated families in Antalya, Turkey. The study used the Turkish version of the Hamburger Instrument for the Analysis of the Language Level of 5-year olds (HAVAS 5) linguistic-level diagnostic tool that is originally employed to form the basis of individually customized language support programs. The study group of this research was made up of 41 pre-school children (n= 41; 29 boys, 12 girls). Furthermore, a semi-structured interview (SSI) form was developed by the authors and finally conducted with 3 mothers and their husbands (n=6). Our study results show that the majority of the children (33/41) from high-income and highly educated families showed an advanced level of language proficiency especially in the realm of vocabulary acquisition. In particular, the children were observed to be self-confident when using their mother tongue and that they did not hesitate to take initiatives during the HAVAS 5 storytellings. Our qualitative results suggest also that a small group of children who are either introverts or having lower level language proficiency may have a specific trait, condition or characteristic. Based on the data from interviews, emotional atmosphere of the family, parenting styles, speech sound disorder (SSD) or excessive screen-based media use might reasonably be suspected of having some influence on mother tongue proficiency.

The multilingualism of the Italian school is a fact, both because of the migratory flows of the last 30 years and for historical reasons. Multilingual language education, also following the studies in the field, is therefore a necessity. The article aims to clarify the theoretical framework of transversal language education, the development of critical multilingual language awareness and it introduces the notions of school discomfort and perceived (formative) need. A case study will then be presented linked to a two-year training provided on the Brescia area, whose population will also be illustrated in terms of students with a migratory background. After presenting the research methods and the survey tools, we will analyze the degree of awareness of the multilingual question of teachers and of responsibility towards the phenomenon, trying to identify the possible causes at the origin of this perceptual position. To conclude, possible training courses will be hypothesized to increase awareness and transform school discomfort into a stimulating challenge for teacher professionalism, with the support of expert figures.

Starting from the importance of sustainable behaviour among educators for sustainability in kindergarten, the aim of this empirical quantitative study was to investigate the prevalence of predispositions towards sustainable behaviour among students from the first cycle of the Pre- school Education study programme at three universities. The connection between predispositions, the existence of a difference between cognitive and non-cognitive predispositions, and the absence of a statistically significant difference between the predispositions of the students in relation to home faculty and place of residence were determined.

ÖZ: Okul öncesi eğitim, çocukların gelecekte başarılı ve yaşam kalitesi yüksek bireyler olmalarına katkı sağlarken, özellikle annelerinin ücretli iş gücüne katılımını etkileyen önemli bir faktör olarak ortaya çıkmaktadır. Bu sebeplerle, okul öncesi eğitim ülkemizde ve dünyada bir sosyal politika aracı olarak ele alınmaktadır. Bu çalışma İzmir İlinin Konak İlçesindeki anaokullarına çevre mahallelerin erişilebilirliğini, iki coğrafi (ilçe ve mahalle) düzeyde fiziksel ve sosyal erişilebilirlik açısından Coğrafi Bilgi Sistemleri araçlarıyla incelemektedir. Birinci aşama olan ilçe ölçeğinde fiziksel erişilebilirlik, anaokullarının coğrafi konumları ve sunduğu olanaklar, mahallelerin yaş grupları, eğitim temelli özellikleri ve satın alma güçleri, alanın genel topoğrafik eğimi ve anaokullarının hizmet alanlarını tespit eden ağ analizi ile değerlendirilmiştir. Çalışmanın ikinci aşamasında anaokullarının fiziksel ve sosyal erişilebilirlik ölçümü, okulların sunduğu eğitim ve mekânsal olanaklar, aylık ücret, toplu taşıma araçları ile okullara erişimin maliyet ve yolculuk süresi açısından değerlendirilmesini kapsamaktadır. Çalışma, fiziksel ve sosyal erişilebilirlik açısından anaokullarının yer seçimleri için değerlendirmeler ve öneriler ile sonlandırılmıştır. ABSTRACT: While preschool education contributes to children being more successful individuals with high quality of life in the continuation of their education life, it also emerges as an important factor in women's (mother’s) participation in the labor force. In this respect, preschool education is considered a social policy tool in our country and in the world. This study examines the accessibility of preschools to the neighborhoods in Konak District of İzmir Province in terms of physical and social accessibility at two geographical levels (district and neighborhood) and by using various tools of Geographic Information Systems. In the first stage, the Konak District scale, physical accessibility was evaluated with the geographical location and opportunities of preschools, age groups of the neighborhoods, educational-based features, and purchasing power, the general topographic slope of the area, and service areas of the preschools by network analysis. In the second stage of the study, the social and physical accessibility of preschools is evaluated in terms of educational and spatial opportunities offered by schools, monthly fees, cost of accessing schools by public transportation, and travel time. The study was concluded with evaluations and suggestions for the location of preschools in terms of physical and social accessibility.

The article presents the experience of teaching the practical discipline «Artistic needlework» for students of the specialty 012 «Pre-school education» in a distance format. Changes in the organization of the educational process took place in connection with the 2020-2022 global pandemic of COVID-19, which forced the change of face-to-face learning format to distance education. Teachers of practical disciplines faced significant difficulties: working out technical skills of making products, mastering the methods of educational interaction and communication in the process of subject-transformative and artistic activities with preschool children. The transition to a distance learning format required the development of electronic educational content and the search for effective tools for educational interaction. The conducted experimental research made it possible to find out the attitude of students to the form of mastering the educational material and to study the effectiveness of the use of digital ICT services in ensuring the educational process. The advantages and disadvantages of distance learning of the practically oriented discipline «Artistic needlework» according to the opinion of the students of education were highlighted. It has been found that the most effective way to master the discipline is the organization of online classes, which allows the teacher and students to communicate, show the main technical techniques of making products in real time, give methodological recommendations for completing tasks, and discuss educational tasks. Various services are offered for the organization of educational interaction while studying the discipline «Artistic needlework».

A key element differentiating Waldorf schools from traditional schools is the particular temporal articulation of the school day, and the teaching times of the various subjects throughout the year. If this type of school is characterized by the accentuated flexibility of the didactic organization, it is also necessary to take into account the adjustments imposed on the effective organization of the school by the legislative system of the country where it is located. In addition to highlighting these aspects, this article aims to offer, through a critical rereading of the Steinerian text, an interpretation of the most important pedagogical principles underlying the methods used to organize teaching in the Waldorf school. The article identifies the recommended methods for teaching various subjects in relation to the age of the learners, and the tasks which Steiner considers necessary for a correct pre-school and compulsory education. Additionally, the article aims to highlight some peculiarities in the teaching of writing and reading as conceived by the Austrian pedagogist. The work ends with some considerations of the validity of the system as a whole.

Using the concept of institutional habitus, the article analyses the distinctive everyday practices in two nursery schools (privately-funded Forest nursery and publicly-funded Estate nursery). Based on data from interviews and from direct observations it explores how the habitus of both nurseries is constituted; focusing on social context of each nursery, its organizational structure, shared values and interpersonal and community relationships. Those aspects are discussed with theories of parental attitudes and styles and its consequences for social reproduction as addressed in the works of Bourdieu, Lareau, and Reay. The analysis shows that parents are hoping for similar outcomes (e.g. self-reliance) however they believe in different paths leading to those goals. Additionally, through looking at the habitually framed difference in the perceptions of discipline and social control exercised through institutional rules we illustrated how the exclusivity of private institution is constructed. We concluded, it is not just the required fee, but also the adequate level of cultural capital needed to understand the sophisticated code of rules that are framed by freedom and as voluntary. The analysis of such subtle processes is important for understanding educational inequalities and reinforcing social cohesion through education.

Ülkemiz topraklarının önemli bir bölümü ve nüfusun yaklaşık %95'i yüksek deprem tehlikesi altında bulunmaktadır. Benzer şekilde büyük sanayi merkezlerinin %98’i ve barajların %93’ünün deprem riski altındadır. Ülkemize ait son yüz yıllık deprem kayıtları incelendiğinde, 22 büyük depremin meydana geldiği, bu depremlerde yaklaşık 500 bin binanın hasar gördüğü ve 80 bin insanın, hayatını kaybettiği kayıtlara geçmiştir. Bu çalışmada depremden korunmak amaçlı olarak deprem algısının sağlıklı bir şekilde oluşturulabilmesi hedeflenmiştir. Bu amaçla, Tokat İl merkezinde bir okul öncesi eğitim kurumunda eğitimlerine devam eden 3-5 yaş grubunda toplam 40 çocuğun deprem algıları araştırılmış ve etkin korunma yöntemlerine dair Deprem Bilincini Arttırma Programı (DEBAP) kapsamında eğitimler verilmiştir. Ayrıca eğitim kurumunda güvenli okul kapsamında alınması gereken yapısal önlemler çalışmada değerlendirilip uygulanmıştır. DEBAP programından önce ve sonra ön test ve son test olarak Deprem Bilgi Düzeyi Anketi uygulanmıştır. Eğitimcilere, personele ve ailelere AKUT tarafından güvenli yaşam ve ilk yardım eğitim programları ve çocuklara özel olmak üzere AKUT tarafından deprem güvenliği eğitimleri verilmiştir. Yapılan analizlerde eğitimlerin çocukların deprem bilgi düzeylerinde ve farkındalıklarını artırmada etkili olduğu sonucuna varılmıştır.

Рассматривается состояние современного предшкольного образования в России и Монголии. Указано, что в обеих странах предшкольное образование детей – полноправное и полноценное звено государственной системы общего образования. Отмечается важность понимания современных задач дошкольного детства не с позиции подготовки пяти-, шестилетних детей к систематическому обучению именно в школе, а с точки зрения формирования жизнеспособной личности и самоценности дошкольного возраста. Сделан вывод о том, что система предшкольного образования в дошкольных учреждениях Монголии находится на этапе развития, в то время как в России имеется достаточный опыт для распространения и обогащения образовательной системы в целом.

This theoretical study analyses interpretation of quality in pre-school education with regard to the position of the children’s parents. This text is supported by research papers, mostly from the last two decades, and is based on three main sub-topics. The importance and benefits of systematic pre-school education for the child and the economic development of society is initially discussed. High-quality pre-school education for children gives them a strong start in their educational career and investment into effective education during the pre-school age provides a social and economic return to the whole of society. The following section defines the term quality and its interpretation in relation to education. Quality is interpreted through structure and process, the multi-dimensionality of quality and the objectiveness and subjectiveness of the interpretation of the quality of pre-school education are reflected. The interesting but undervalued position of parents, the perspectives of which are elaborated on in subsequent passages, appear in these concepts. This paper comes to two main conclusions. The first is that the quality of education is a multi-dimensional, variable and difficult to define concept. The second is that, although the status of parents in relation to pre-school education is strong, it is not adequately taken into consideration during definition of quality. When evaluating quality the perspective of the parents is only utilised to a limited degree, because it usually has different semantics to evaluation by experts.

Cooperation between educators and speech therapists represents an important element in the care of a child with speech disorders, including speech impediments. Teachers should also have the minimum of knowledge on speech therapy which will allow them to notice abnormalities in speech development in children as well as identify activities which promote the development of language communication disorders. The paper presents the findings of the research whose main aim was to present the level of knowledge of teachers and students of pre-school and early school education on abnormalities of the orofacial complex and their impact on the development of articulation disorders. In addition, the aim of the research was to get acquainted with the opinions of respondents on the need to educate teachers in this respect.

This article is the result of research project that aimed to know and understand the perceptions of pre-school children about Covid-19. To this end, a project was implemented that aimed, through artistic education, to give children a voice. This work privileged a qualitative investigation that involves a naturalistic and interpretive approach, where the participant observation and the visual narratives of the children were used as data collection. The results showed that children are aware and knowledgeable about the pandemic and its consequences. Of note is the interest of children in becoming transforming agents in the community in which they live, presenting innovative solutions contributing to help solve Covid-19. / Este artigo resulta de um projeto de investigação que teve como objetivo conhecer e compreender as perceções das crianças em idade pré-escolar sobre a Covid-19. Para tal foi implementado um projeto que pretendeu dar voz às crianças através da educação artística. Este trabalho privilegiou uma investigação qualitativa, que envolve uma abordagem naturalista e interpretativa, onde se utilizou como recolha de dados a observação participante e as narrativas visuais das crianças. Os resultados demostraram que as crianças têm consciência e conhecimento sobre a pandemia e as suas consequências. De salientar o interesse das crianças em tornarem-se agentes transformadores na comunidade em que vivem, apresentando soluções inovadoras e contribuindo para ajudar a solucionar a Covid-19.

Modern education increasingly focuses on interweaving drama as an integral part of pre-school education. Given that teachers’ self-efficacy in meeting expected tasks tends to stabilize over time and is grounded in their success and failure experiences as tertiary students, addressing self-efficacy among prospective teachers before starting their profession is strategic. This study assessed self-efficacy in using drama activities for kindergarten and its determinants among prospective teachers in Jordan. The study also discussed the potential risks associated with using drama activities within the Jordanian education system. The study utilized a cross-sectional design with a sample of undergraduate university students majoring in kindergarten education (N = 234). All universities that offer kindergarten education baccalaureate degrees in Jordan were targeted (N = 6). An online survey was used to collect data from students aged 18 to 21 regarding their academic characteristics, self-efficacy, attitudes toward the teaching profession, and communication skills. The results showed high levels of perceived self-efficacy in utilizing drama with children. The reports were high in all domains, including perceived self-efficacy in classroom planning, classroom management, and preparing and evaluating learning and teaching environments for drama activities. Almost 30% of the variability in prospective teachers’ self-efficacy could be explained by their attitudes toward the teaching profession, communication skills, as well as some academic characteristics. Kindergarten education curricula should foster students’ interest and attitudes toward teaching and help them improve, learn, and use communication skills effectively. Measuring and managing the risk of using drama activities in Jordanian schools and similar contexts is also warranted.

The article aims to describe the situation in kindergartens in the period of coronavirus quarantine, focusing on distance learning as a form of education. The research aimed to find out the experiences of kindergarten teachers with distance learning of children implemented during the period of coronavirus quarantine and how these experiences influenced their opinions on distance learning of children in the future. The study is based on survey methodology. The research group consisted of 93 teachers who are formally trained at various levels, but all are qualified. Distance learning was carried out via e-mail, websites, mobile phones, providing materials to through their parents. The results revealed a number of issues: the need for Internet connection in kindergartens, IT technology, ideas for distance learning, as well as for training teachers to manage distance learning with IT technology. The respondents did not agree on the age group the pre-school distance learning should start from. They did not question the age limit for compulsory distance education.

In Western societies, death is a social and educational taboo. Poor education about death and mourning processes and overprotective family and social attitudes move children away from death to avoid “unnecessary suffering.” The COVID-19 outbreak highlighted these shortcomings and the difficult management of grief's complexity under sudden and unexpected scenarios. The need for immediate and constant updates related to COVID-19 benefited from social media coverage's immediacy. The use of YouTube as a digital platform to disseminate/search for knowledge exploded, raising the need to conduct ethnographic studies to describe this community's people and culture and improve the booming social media's educational capacity and quality. The present virtual ethnography studied 255,862 YouTube views/users and their behavior related to “Vuela Mariposa, Vuela,” a children's story available online since 2009 (not monetized) about the cycle of life, death, and disenfranchised grief (not acknowledged by society) that went viral (+>999%) on May. To our knowledge, this case study is the first original research that explores the ethnography of (i) a viral video, (ii) on death and grief taboo topics, (iii) for prescholars, and (iv) before and during the COVID pandemic. The quantitative and qualitative analyses identified a change in the users' profiles, engagement, and feedback. During the previous 11 years, the users were 35–44 years old Mexican and Spanish women. Those in grief used narrative comments to explain their vital crisis and express their sorrow. In the pandemic, the analysis pointed to Ecuador as the virality geographical niche in a moment when the tragic scenarios in its streets were yet unknown. The timeline match with the official records confirmed the severity of their pandemic scenario. The viral video reached a broad population, with normal distribution for age, and including male gender. Engagement by non-subscribers, direct search (traffic sources), and mean visualization times suggested educational purposes as confirmed by the users' feedback with critical thinking referring to the cycle of life's meaning and societal mourning. For the youngest users, the video was part of academic assignments. The ethnography pointed at YouTube as a flexible education resource, immediately reaching diverse users, and being highly sensitive to critical events.

The article is focused on the problem dealing with the methodology- and speech-oriented training of the future Master students majoring in Pre-school Education. The essence of the notion “methodological work of the educator-methodologist at a preschool institution” has been revealed; it requires, on the one hand, an excellent command of the normative literary Ukrainian language, the knowledge of the speech etiquette formulas, the culture of professional speech communication; on the other hand, ‒ the ability to provide necessary methodological assistance to the educators in implementing the content line of the Basic Component of Preschool Education (the BCPE) “Child’s Speech”, in particular, in developing various types of children’s speech and communicative competencies. The methodology as an independent science is considered in the aggregate of interconnected means, forms, methods and techniques for achieving the set educational goal. At the same time, the notion “methodology” is ambiguous; in the pedagogical science, there is a variety of phenomena: “teaching techniques”, “education methods”, “teaching methods”. The study deals with the “Methodology aimed at developing children’s speech and teaching preschool children their mother tongue” as a discipline within the curriculum of the Bachelor courses. The course “Ukrainian Preschool Linguodidactics” is taught to the Master course students: the theory of the methodology aimed at speech development, the development of speech, artistic speech and communicative-speech activities. The phenomenon “methodology- and speech-oriented training of the future masters majoring in Preschool Education” is defined as a motivational positive predisposition to master the norms of the Ukrainian language in perfection demonstrated by the future masters; the acquisition of the content and teaching methods of the discipline “Methodology aimed at developing children’s speech and teaching preschool children their mother tongue at pre-school institutions” by the undergraduate students (Bachelor courses students); the positive emotional and value-centred attitude to the implementation of the evaluative controlling educational and speech activities of children and educators in the process of methodological work at pre-school institutions, which allows providing educators with, on the one hand, methodological assistance and support, on the other hand, ‒ guarantees the efficiency of children’s speech development. The motivational orientation-targeted, cognitive-innovative, methodologically accompanying, reflexive and appraisal components comprise this training. The methodology- and speech-oriented training of the future masters majoring in Pre-school Education performs these functions: prognostic, stimulating, correctional, value-oriented, emotional.

Okul öncesi eğitimi, çok yönlü ve yeteneklibireylerin geliştirilmesinde önemli bir rol oynar. Okul öncesi eğitiminçocukların kişisel gelişiminde edindiği öneme dair yaygınlıkla kabul gören birkanı mevcuttur. Bu görüşe göre okul öncesi eğitimin kendisinden beklenen etkiyiyaratması için bir takım ön koşullar gereklidir. Bu ön koşulların en önemlileriarasında sınıf mevcudu ve öğrenci başına düşen fiziksel alan bulunmaktadır. Buçalışmada sınıf mevcudu ve dolayısı ile öğrenciye ayrılabilen alan üzerinde durulmuşve sınıf mevcudunun okul öncesi eğitim etkinliklerine etkisi incelenmiştir. Araştırmadanitel çalışma desenlerinden durum çalışması kullanılmıştır. Bu çalışma,öğretmenlerin konu ile ilgili görüşlerinden ve deneyimlerindenyararlanmaktadır. Araştırma grubunu 2018-2019 yılında İstanbul ili Küçükçekmeceilçesinde görev yapan 18 okul öncesi öğretmeni oluşturmuştur. Birebir yarıyapılandırılmış bir görüşme formu ile toplanan verilerden hareketle, sınıf mevcudunun kalabalık olması, eğitim etkinliklerininniteliğini düşürdüğü ve sınıf yönetiminde problemlere sebep olduğu bulunmuştur.

The article is a reflection on implementing drama methods in pre-school education. The specificity of a child development and the integrated teaching model in education in Poland creates a wide range of drama applications for working with the youngest children. The data cited in the article confirms that active participation in drama classes (based on the example of a 13–16-year-old group) significantly enhances functioning at school, at home, develops imagination, brings better learning results, develops entrepreneurial attitudes, influences the development of empathy, commitment, participation in culture, etc. The presented model of work with drama methods in the kindergarten curriculum indicates the supporting and stimulating aspects of child development selected from a large pool. Drama as a pre-school project is a spectrum of activities related to artistic, musical, literary, social, physical, cognitive activities, etc. The last part of the article focuses on the character of a pre-school education teacher. The results of a pilot diagnostic survey were presented, which may become a basis for further exploratory research.

Milli Eğitim Bakanlığı ile Diyanet İşleri Başkanlığının ortaklaşa yaptıkları protokole bağlı olarak Kur’an kursu öğreticileri okul öncesi eğitim veren kurumlarda görevlendirilmektedir. Öğrencilerin din eğitimi ihtiyaçlarını karşılamak üzere yürütülen bu faaliyeti yeterince araştıran bir çalışmanın olmayışı bu araştırmanın gerekçesini oluşturmaktadır. Bu çalışmanın amacı Milli Eğitim Bakanlığına bağlı okul öncesi eğitimde görevlendirilen Kur’an kursu öğreticilerinin gerçekleştirdikleri etkinliklerin mahiyetini ortaya koymaktır. Bu amaçla, Muş il merkezinde D grubu Kur’an kursu programı kapsamında okul öncesi eğitim kurumlarında görevlendirilen 12 Kur’an kursu öğreticisi ile mülakat yapılmıştır. Nitel araştırma deseninde hazırlanan çalışmanın verileri yarı yapılandırılmış soruların olduğu görüşme formu aracılığı ile toplanmıştır. Forma nihai şekil verilmeden önce alan yazın incelenmiş ve verilen eğitim yerinde gözlemlenmiştir. Araştırma sonucunda, Kur’an kursu öğreticilerinin öğrencilerin gelişim özelliklerini bilme ve konuyu öğrencilerin seviyesine uyarlama konularında eksiklikleri olduğu tespit edilmiştir. Bunun yanı sıra öğretim programında yer alan kazanımların bir kısmının öğrenci seviyesinin üzerinde olduğu ve daha çok Kur’an-i Kerim’in yüzünden okunmasına öncelik verildiği görülmüştür.

Resumen: El currículo que regula la ordenación de la Educación Infantil destaca cómo el acercamiento desde edades tempranas a una lengua extranjera permite desarrollar capacidades afectivas, intelectivas y sociales y contribuye, asimismo, a fomentar actitudes positivas ante las lenguas. Por otra parte, la inclusión de las nuevas tecnologías en Educación Infantil es uno de los asuntos principales del propio currículo, donde se destina un bloque de contenido, el II, exclusivamente a su aproximación, exploración y uso moderado, crítico y significativo. Se insta a propiciar experiencias de iniciación temprana en las tecnologías de la información y la comunicación haciendo especial hincapié en el uso de producciones audiovisuales y de las tecnologías de la información y la comunicación para el acercamiento al idioma extranjero. En el presente trabajo abordaremos determinadas metodologías, propias de la enseñanza de lenguas en el aula de infantil, que posibilitan la mediación de las TIC en la enseñanzaaprendizaje del idioma extranjero. Mostraremos además un grupo de herramientas y aplicaciones destinadas ex profeso a promover el contacto del niño con otras lenguas. Abstract: The curriculum that regulates the management of Early Childhood Education emphasizes how learning a foreign language from a young age can develop affective, intellectual and social skills. Furthermore, it stipulates that contributes to foster positive attitudes towards languages. On the other hand, the inclusion of new technologies in Pre-school Education is one of the main issues that concerns the curriculum itself, where a block of content -block number II, to be precise- is exclusively dedicated to its approximation, exploration as well as moderate, critical and significant use. It is recommended to promote experiences of early initiation in information and communication technologies (ICT), and special emphasis is placed on the use of audio-visual productions and information and communication technologies in the process of teaching and learning foreign languages. In the present work we will address to some methodologies, commonly used in the teaching of languages in the preschool classroom, which enable the mediation of ICT in the teachinglearning of the foreign language. We will also show a group of tools and applications designed specifically to promote the child's contact with other languages.

Preserving and improving human health potential is fostered by a healthy lifestyle, in particular a rational diet, recreational physical activity, effective coping with psychological stress, avoidance of psychoactive substances and risky sexual contacts, and the use of preventive examinations. The aim of the study was to assess health-related behaviours and professional burnout of pre-school teachers from Kraków. Anonymous research, by means of diagnostic survey, was conducted in 2018 among a randomly selected group of teachers from public (n = 139) and non-public (n = 43) preschools in Kraków. The Occupational Burnout Questionnaire (MBI) based on the concept of Ch. Maslach was used to assess the structure of professional burnout (emotional depletion, depersonalisation and sense of professional achievement). Using the Inventory of Pro-health Behaviours (IZZ) by Z. Juczyński, four categories of pro-health behaviours were assessed: correct eating habits, preventive behaviours, positive mental attitude and health practices. The results of correlation analysis using Pearson’s r showed a relationship between three out of four scales of the Inventory of Pro-health Behaviours (preventive behaviours, positive mental attitude, health practices) and a general indicator of health behaviours and the results of the MBI questionnaire. The obtained data suggest that people who present health-related behaviours to a lesser extent are characterised by a higher level of burnout components.

The recent decade has seen increased attention focused on understanding category formation–a cognition ability of preschool aged children. Children organize their knowledge about real-world objects by categorizing them under some common properties or functions. The advancement and popularity of mobile devices with touch screens provide a good opportunity for young children to learn and practice. In this study, an approach that models structural and functional categorization knowledge for developing mobile learning systems with dynamic categorization exemplars is proposed. A mobile application was implemented based on the proposed model for pre-schoolers (aged 3–6 years). Moreover, the quasi-experimental pre-test and post-test method was used to evaluate the effectiveness of the proposed knowledge-based application in terms of categorization ability learning. The results show that the children who experienced dynamically created categorization exemplars from the modelled knowledge achieved increased scores compared to those who followed the traditional teaching using books and worksheets.

Proper implementation of ECDS is crucial for the future school career of children with developmental disabilities. Effective implementation of tasks by specialists and the proper preparation of parents to support the child in overcoming difficulties and barriers are invaluable. The article presents the results of research on the effectiveness of ECDS in the opinion of parents of children receiving this form of assistance. It also presents the views and experiences of parents associated with ECDS and the benefits arising from these activities.

The article presents the latest changes and modern mechanisms in providing accessibility of pre-school education that relate to the tasks in the formation of norms and values of early childhood development. It explores the issues related to developing private entrepreneurship in the field of child care and education, and the regulation of legislative changes aimed at increasing competition between private and municipal kindergartens. It assesses parents’ basic demands for modern accessibility mechanisms when electronic services for admission to the pre-school institution are introduced; it analyses various aspects of increasing pre-school education accessibility with regard to the selection of a kindergarten, the regime of day-care programs, the number of children per group, and the work of the day-care assistants. Special attention is paid to comparing public (municipal) pre-school educational institutions and private kindergartens in order to evaluate the different opportunities which enable parents to have a free choice of pre-schools institutions. The article describes the vectors in the development of pre-school education accessibility, and in levelling the starting opportunities for successful educational strategies.

Education in Albania, as an important sector of the national development, aims to equip the future Albanian citizens with the necessary knowledge, skills and abilities in order to educate and commit them to achieve the country’s economic and socio-cultural development. After the 90’s the Albanian economic and social situation have significantly influenced the education and reforms. Despite the political changes, education imposed profound changes in curricula or other components. Emerging from highly politicized curricula, the reform has set new principles and modern requirements. Other issues that constitute the reforms, includes the development of pre- school education, reduction of illiteracy, avoiding the phenomenon of school abandonment, improving schools infrastructure, increasing the teachers professionalism, providing free textbooks, modernisation of teaching methods, establishing evaluation standards. This paper will highlight the main problems based on the substantial education methods on international and national levels and the impact of reforms implementation in education system.

Bu araştırma, okul öncesi öğrencilerinin bilgisayara yönelik metaforlarını belirlemek amacı ile yapılmıştır. Bu amaçla hazırlanan görüşme formu 50 okul öncesi öğrencisine uygulanmıştır. Verileri elde etmek için öğrencilerle bire bir görüşülerek “Bilgisayar ne gibidir/neye benzer. Peki neden …… gibidir/benzer?” sorusu sorulmuştur. Araştırmanın verileri içerik analizi tekniği kullanılarak çözümlenmiştir. Araştırma sonucunda 19 farklı metafor ortaya çıkmıştır. Üretilen bu metaforlar daha sonra ortak özellikleri ve benzetme yönleri dikkate alınarak kategorileştirilmiştir. Ortaya çıkan bu metaforlar iki kavramsal kategori altında toplanmıştır. Bu kategoriler: “Görünüş Olarak Bilgisayar” ve “İşlevsel Olarak Bilgisayar” dır. Okul öncesi öğrencilerinin ürettiği 48 geçerli metaforun, %68,75’inin bilgisayarın görünüşünü, %31,25’inin bilgisayarın işlevlerini temsil ettiği görülmüştür. Öğrenciler tarafından en çok tekrar edilen metafor “tablet” (12) olmuştur. Okul öncesi öğrencilerinin bilgisayara yönelik oluşturdukları metaforlar içinde olumsuz nitelikte bir metafora rastlanılmamıştır. Oluşturulan kavramsal kategorilerin cinsiyet açısından farklılık gösterip göstermediği sonucu da incelenmiştir. Öğrencilerin bilgisayara yönelik algılarını kullandıkları metaforlar yoluyla belirlemeye çalışan bu çalışma; okul öncesi dönemde bilgisayar eğitimi ve kullanımı konusunda öğretmenlerde, eğitim yöneticilerinde, programcılarda ve yazılım geliştirmecilerde fikirler oluşturabilir.

Bu araştırma, okul öncesi öğrencilerininbilgisayara yönelik metaforlarını belirlemek amacı ile yapılmıştır. Bu amaçlahazırlanan görüşme formu 50 okul öncesi öğrencisine uygulanmıştır. Verilerielde etmek için öğrencilerle bire bir görüşülerek “Bilgisayar ne gibidir/neyebenzer. Peki neden …… gibidir/benzer?”sorusu sorulmuştur. Araştırmanın verileri içerik analizi tekniğikullanılarak çözümlenmiştir. Araştırma sonucunda 19 farklı metafor ortayaçıkmıştır. Üretilen bu metaforlar daha sonra ortak özellikleri ve benzetmeyönleri dikkate alınarak kategorileştirilmiştir. Ortaya çıkan bu metaforlar ikikavramsal kategori altında toplanmıştır. Bu kategoriler: “Görünüş OlarakBilgisayar” ve “İşlevsel Olarak Bilgisayar” dır. Okul öncesi öğrencilerininürettiği 48 geçerli metaforun, %68,75’inin bilgisayarın görünüşünü, %31,25’ininbilgisayarın işlevlerini temsil ettiği görülmüştür. Öğrenciler tarafından ençok tekrar edilen metafor “tablet” (12) olmuştur. Okul öncesi öğrencilerininbilgisayara yönelik oluşturdukları metaforlar içinde olumsuz nitelikte birmetafora rastlanılmamıştır. Oluşturulan kavramsal kategorilerin cinsiyetaçısından farklılık gösterip göstermediği sonucu da incelenmiştir. Öğrencilerinbilgisayara yönelik algılarını kullandıkları metaforlar yoluyla belirlemeyeçalışan bu çalışma; okul öncesi dönemde bilgisayar eğitimi ve kullanımıkonusunda öğretmenlerde, eğitim yöneticilerinde, programcılarda ve yazılımgeliştirmecilerde fikirler oluşturabilir.

The purpose of this study was to compare children’s environmental awareness and attitudes in the classes where TEMA Kids was implemented and where it was not. This study which used pre-test post-test control group quasi-experimental research design was carried out in 2016-2017 academic year. The study group was composed of 60-72 month old 138 children (69 experimental, 69 control) who continued their preschool education. Environmental awareness and attitude scale for preschool education children was used as data collection tool. The t-test for dependent and independent samples was used to compare children’s environmental awareness and attitudes in experimental and control groups. When the findings were examined, it was identified that when compared to the control group, there is a significant difference in favour of children in the classes where TEMA Kids program was implemented in all sub-dimension and total scores of the scale except for the environ-mental attitude sub-scale protecting creatures sub-dimension.

The development of child fine motor varies with numerous factors. At school, all children will have the opportunities to develop their motor skills, and the educator will have to provide them the most adequate resources and activities, that is important to acquires basic literacies of school life. This research have two purposes: a. to know factors of practice, through the perspective of educators about the importance of fine motor skills for the child and the potential of expression activities - plastic and motor; B. evaluate and compare the fine motor skills of two groups of pre-school children. We used a enterview to a sample of 5 Early Childhood Educators and a tests, based on the ABC Movement Test, to avaliation116 children (4 - 6 years), both groups from two schools. Our results allow us to conclude that although in the discourse of educators the importance attributed to the work on fine motor skills and the factors of practice were similar, we registed values different in more than 30% in the parameters of the test applied to the two groups of children. We could observe that the children present varied results, having different values depending on the schools.

Bu araştırmanın genel amacı, anne tutumlarının, okul öncesi dönem çocuklarının sosyal problem çözme becerilerine etkisinin incelenmesidir. Çalışmanın evreni, Konya ili merkez Selçuklu, Meram ve Karatay ilçelerindeki okul öncesi eğitim kurumlarına devam eden 60-72 ay çocuklar ve bunların annelerinden oluşmaktadır. Çalışma grubu ise, okul öncesi eğitim kurumlarından tesadüfi olarak seçilen 249 kız 251 erkek olmak üzere toplam 500 çocuk ve bunların annelerinden oluşmaktadır. Araştırmada verilerin toplanması amacıyla “Aile Bilgi Formu”, “Ebeveyn Tutum Ölçeği” ve “Wally Sosyal Problem Çözme Testi” kullanılmıştır. Verilerin analizinde “Anova” testi kullanılmıştır. Araştırma sonucunda, anne tutumlarının, çocukların sosyal problem çözme becerilerinde bir etkisinin olmadığı sonucuna ulaşılmıştır.

The article dwells on the problems of pre-school teacher's training in connection with the implementation of the important legal documents recently enacted in the system of pre-school education. The author analyzes the important professional qualities essential for a teacher, substantiates the demand for communicative and reflexive abilities of future teachers. Special attention is paid to the fact that the specialist training in the field of pre-school education should be carried out taking into account the uniqueness of pre-school age and the challenges facing the national education system.

The article covers topical problems related to the group dynamics theory and practice in play and games in nurseries. It offers a brief overview of various research findings in the pedagogy, social psychology, cultural theories and mass media. According to the authors, play activities and games recreate social interactions of people. These activities broaden children’s views and enhance interaction skills. They should be regarded as part of children’s upbringing and education. Activities based on play and games in pre-schools are related to other factors which develop and foster children’s social skills. The findings of the present study verify that group dynamics in play and games among children mirrors children’s social behaviour and helps children build up and enhance their interaction skills.

El objetivo principal de esta investigación es analizar los efectos de un sistema de reconocimiento de voz (SRV) utilizado para mejorar la conciencia fonológica y las habilidades lectoras de niños en edad preescolar. Se utilizó un diseño cuasi experimental pre/post-test con grupo control no equivalente en tercero de educación preescolar. Los alumnos (n = 18) fueron asignados aleatoriamente a un grupo experimental o control. El grupo experimental fue entrenado en el uso del SRV. La evaluación pre/post-test de conciencia fonológica y habilidades de lectura se llevó a cabo a través de la prueba informatizada LolEva (Peralbo et al., 2015). Nuestros resultados muestran una mejora significativa en el grupo experimental en conciencia fonémica y silábica. También se observaron mejoras, aunque no estadísticamente significativas, en las habilidades de lectura.

In a country, the earnings of the young population during education, shape the cornerstone of the country's future. When the program contents of the education policies, which are important for the determination of countries' future visions, are examined, it is seen that the age group of 0-6 has a different importance among education process as it is the period when the human brain develops the quickest. The objective of this study is to emphasize that as much as the success of the programs developped by pedagogues for the education process of 0-6 age group, namely the pre-school education, depends on the education system, it also depends on designing and presenting places that would enable this system to be applied accurately and effectively. The method applied in this study is to determine the approaches of education systems, which are applied worldwide through literature, on the interior designs and to ascertain the place designing standards of Reggio Emilia education system which shares similarity with the features and innovations that was brought into education with the last innovation by Republic of Turkey The Ministry of National Education that was aimed at pre-school education. These determinations are explained through preliminary design examples. As a result; it is expected to assert that the places should be designed both with the vision of an educator and interior, so constructions have been designed by the disciplines under educational sciences. These constructions reach its objectives accurately and timely in the new educational institutions to be built.

Open day care institutions in Norway are expected to contribute to recruiting children to kindergartens (Regjeringen, 2012). This expectation can be argued to follow naturally from the kindergarten’s newly acquired position as the first step of the educational ladder. It may, however, be perceived at odds with kindergarten as a voluntary service and Norwegian early child care policy that supports both family- and kindergarten care. In this survey the leaders of open day care institutions evaluates to which degree their institution has a recruiting function. Leaders in publicly owned open day care institutions and institutions with a high rate of minority language users are the firmest believers in this recruiting function. Publicly owned open day care institutions also offer more activities aimed at recruiting to kindergarten than those owned by the church. Our data shows that the leaders of open day care perceives the task of recruiting as a dilemma: Which families should be supported in their choice, and which should be «gently pushed» towards kindergarten? In this situation the leaders tend to use the family’s language background as a guideline – it seems as mainly the minority language users are actively encouraged to use the kindergarten.

Purpose: to identify and substantiate the necessity of the implementation of physical training elements and sports games in education of late preschools. Material & Methods: the analysis of scientific-academic literature and regulatory documents, polling, survey, pedagogical observation, test execution. Results: the attitude toward sports-oriented physical training is based on the analysis of children’s attitude to their sporting activities as well as of their parents and of personnel at pre-school institutions. This article provides the results of children’s motor skills assessment and reveals the necessity of implementation of sports-oriented physical training to the educational experience at pre-school educational institutions. pedagogical observation, test execution. Conclusions: a poor physical health leads to the implementation of physical training technologies and sports games in teaching process at pre-school institutions as an alternative to traditional physical training techniques is the most effective way to motivate preschools to exercise which has a great impact on children’s health and well-being.

In this article the author discusses the features of pre-school education and the problem of overcoming the arising difficulties. Considerable attention is paid to measures of the operation process of interaction between local authorities and pre-school institutions. The author touches the tasks of local governments of Odintsovo municipal district. The author describes the complex of measures on modernization of pre-school education in Odintsovo district.

The considerations in this article stem from the dilemmas faced by reflective teachers of pre-school education.All parties involved in the development of pre-school children must meet numerous, and not always clearly stated, requirements and expectations.The beginning of the 21st century, apart from the subsequent achievements in science, brought the epidemic of multimedia, web application development, which very effectively separated children from nature, depriving them of the possibility of experiencing natural, harmonious development.At the same time, we live in a very diverse world with ongoing cruel wars, with people suffering and dying of hunger, and we, the participants in the Western civilization focus on completely different issues, such as the still progressing globalization. This article is a discussion on the direction of the changes in the world, translating into the needs and challenges of education.The results of the pilot study among teachers of pre-school education in Poland are supported by other considerations. The aim of the study was to define the way today’s pre-school teachers perceive the future of their pupils, both in the context of their further education as well as their entire adult life.

Educational needs of teachers and subsequent meeting of the needs are one of the preconditions of high-quality pre-primary education. These can be influenced by several determinants. One determinant can be the very pre-graduate education, which can take three forms in the current preparatory education, another the length of work experience when teachers often value more their years rather than theoretical knowledge. Support from the head teach-er also influences the meeting of further education needs. Teacher herself, his/her personal traits, ongoing interest in the profession and everything taking place in it – these are ever developing and changing features. Necessary preconditions for further education are thus the striving for being creative and not to stagnate. In our research, we have focused on the educational needs of teachers from the viewpoint of kindergarten head teachers.

It is noted that information and communication technologies play an important role in ensuring the quality of education. The basic principles and methods of the theory of solving inventive tasks are revealed. The expediency of using the blog for working with children of preschool age using the technology of the theory of solving inventive tasks is considered. Attention is drawn to the following: at the present stage, a new educational system is being formed in Ukraine, aimed at entering the world of information and education space, and the system of preschool education does not remain. The methods of the theory of solving inventive problems in work with children of preschool age and their use with the help of information and communication technologies are substantiated. The methods of the theory of solving inventive tasks are described in detail, thanks to which a teacher with children can find a logical way out of any situation, and a pet-competently solve their problems. Described as methods of the theory of solving inventive tasks can be used in working with children of preschool age by connecting to the work of information cognitive technologies. The purpose of using the technology of the theory of solving inventive tasks in the institution of preschool education is revealed. The expediency of using the blog for working with children of preschool age on the technology of the theory of solving inventive tasks is determined. Examples of using the blog on the technology of the theory of solving inventive tasks with children of preschool age are given.