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2015 | 8(52) | 204-211

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Foreign experience in the use of electronic toys in training and education of preschool children

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The article analyzes theoretical and experimentalforeign research on the use of electronic toysin pre-school education as a means of information and communication technologies.The problem of the use of electronic toys in preschools consideredresearch within different levels: global – project «Recognizing thepotential of ICT in early childhood education» under the auspices of UNESCO;European – «The Fibonacci Project» financed byThe European Union; National – British project «Computers and Children’s Electronic Toys» and scientific exploration of individual Russian researchers. The researches were built around the use of toys such as Bee-Bot, Furby and Lego WeDo. Some other researches were built on simultaneous use of different approaches such as combination of PC and toys interaction, combination of children interaction and parallel use of different ICT means. Receivedresults indicate that the world scientific community considerselectronic toys as a means of information and communication technologies with only some difficulties in the proper use of electronic toys as such. Older researches had a goal to prove or disprove bad influence electronic toys can exert on education process in preschool. And they successfully disproved existence of such bad influence. More recent work provedpositive impact on the development of children due to electronic toys that to some extentdepends on the type of a toy and made some suggestions on proper use of the electronic toys in preschool education. So in general experiments conducted by researchersprove the feasibility of the use of information communication technologies means in preschools. Considerable attention is given to the global results of the project «Recognizing the potential of ICT inearly childhood education» based upon use of Bee-Bot – programmable electronic toy with possibility to move according to custom list of actions the user enters. Children were the operators of such toys and were given insights on basic principles of programming. Results lead to conclusions onthe use of electronic toys in preschool education, on shapinginformation and communication competence of the teachers of preschool institutions,on the use of electronic toys in the educational process.In summary, the author suggests paying attention to formation ofinformation and communication competence of teachers in preschool institutionsin the light of the experience of other countries with the use of electronic toys inpreschools.


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