The use of educational technologies for ensuring continuity of preschool and primary education
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.02.12Keywords:
adaptation, educational technologies, gamification, interactive platforms, primary educationAbstract
The study investigated the effectiveness of educational technologies in ensuring the continuity between preschool and primary education, focusing on academic performance, emotional adaptation, and resilience. A mixed-methods approach was applied, involving questionnaires, standardized testing, and experimental implementation of digital platforms across five institutions (two kindergartens and three schools). The sample included 100 children, 60 parents, and 50 teachers. Key tools included ClassDojo, Kahoot, Google Classroom, and Minecraft Education. The results showed that 87% of children in the experimental group achieved a high level of adaptation (vs. 65% in the control group), anxiety decreased by 25%, and academic performance increased by 18%. Adaptive learning tools were especially effective for students with initially low school readiness (+20%). Statistical tests confirmed the significance of these changes (t = 4.21, p = 0.002; ANOVA F = 5.72, p = 0.001). Teachers and parents positively assessed the impact of digital tools, though challenges such as limited access in rural areas and insufficient teacher training were reported. The study concludes that educational technologies improve school readiness and motivation but require equitable infrastructure and targeted support. Future research should explore long-term outcomes and hybrid models that integrate traditional and digital pedagogy for inclusive early education.
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