DIGITAL EDUCATIONAL TOOLS AS A MEANS OF DEVELOPING SCHOOL READINESS IN OLDER PRESCHOOL CHILDREN

Abstract

Purpose. The study aims to evaluate the effectiveness of digital educational tools in promoting school readiness among older preschool children and to examine the characteristics of their integration into the educational process for fostering cognitive, linguistic, social, and emotional-volitional competencies. Methods. A systematic analysis of scientific and pedagogical literature, contemporary educational platforms, and interactive tools used in preschool education was conducted. Comparative and structural analyses, as well as synthesis of existing practices for integrating digital resources into educational activities, were applied. The functional capabilities of platforms such as Toytheater, Wizer.me, Bouncyballs, Gynzy, and Classroomscreen were examined in relation to the development of logical thinking, language skills, self-regulation, and social interaction among children. Results. The findings indicate that digital tools effectively stimulate cognitive activity, enhance attention and memory, and support classification, sequencing, and quantitative reasoning skills. Interactive exercises and multimedia tasks positively influence linguistic development and communication skills, fostering collaboration and adherence to rules in joint activities. Digital organizational tools promote self-control and planning abilities, while combining interactive platforms with traditional teaching methods enhances overall school readiness. Conclusions. Integrating digital educational resources with traditional instructional methods creates a motivating and structured learning environment, supports comprehensive child development, and establishes a foundation for a successful transition to primary school. Further research is warranted to develop methodological models for digital tool integration, determine optimal usage regimes, and assess their impact on specific components of school readiness.