41

Innovative approaches in preschool education can enhance children's learning experiences and promote their engagement with the natural world. This article explores the use of technology as a tool for educators in preschool educational organizations to facilitate children's acquaintance with nature. It highlights specific technologies and innovative practices that can be employed to create meaningful and interactive nature exploration activities. The article emphasizes the importance of balancing technology use with hands-on experiences and provides recommendations for incorporating technology effectively in preschool settings. By leveraging technology, educators can foster children's curiosity, environmental awareness, and appreciation for nature, while promoting their cognitive and socio-emotional development.

  • Read count41
  • Date of publication05-02-2024
  • Main LanguageIngliz
  • Pages26-31
English

Innovative approaches in preschool education can enhance children's learning experiences and promote their engagement with the natural world. This article explores the use of technology as a tool for educators in preschool educational organizations to facilitate children's acquaintance with nature. It highlights specific technologies and innovative practices that can be employed to create meaningful and interactive nature exploration activities. The article emphasizes the importance of balancing technology use with hands-on experiences and provides recommendations for incorporating technology effectively in preschool settings. By leveraging technology, educators can foster children's curiosity, environmental awareness, and appreciation for nature, while promoting their cognitive and socio-emotional development.

Author name position Name of organisation
1 Mamirova Z.. teacher GulDU
2 Abdullaeva F.B. student GulDU
Name of reference
1 Abdüsselam, M. S. (2014). Teachers’ and students’ views on using augmented reality environments in physics education: 11th grade magnetism topic example. Pegem Journal of Education and Instruction, 4(1), 59–74. Buchner, J. (2022). Generative learning strategies do not diminish primary students’ attitudes towards augmented reality. Education and Information Technologies, 27(1), 701–717. https://doi.org/10.1007/s10639-021-10445-y Cabell, S. Q., DeCoster, J., LoCasale-Crouch, J., Hamre, B. K., & Pianta, R. C. (2013). Variation in the effectiveness of instructional interactions across preschool classroom settings and learning activities. Early Childhood Research Quarterly, 28(4), 820–830. Cai, S., Wang, X., & Chiang, F. K. (2014). A case study of augmented reality simulation system application in a chemistry course. Computers in Human Behavior, 37, 31–40. Delello, J. A. (2014). Insights from pre-service teachers using science-based augmented reality. Journal of computers in education, 1, 295–311. https://doi.org/10.1007/s40692-014-0021-y
Waiting