Abstract:

Augmented reality is the latest phenomenon that has been penetrating very quickly through smartphones and tablets into our everyday life. Children aged 4 to 6 often meet with augmented reality via their parents' smartphones, for example, through apps with commercials of various retail business chains, car navigation with augmented reality, and more. The biggest "boom" started with PokemonGo, the fans of which were children together with their parents. The number of new apps with augmented reality, especially games and fun apps, is growing every day. Some can also be used in pre-primary education to develop digital literacy of children, but also to develop cognitive areas. At our faculty, we have shown some possibilities for applying apps with Augmented reality to external study teachers and we have discussed the use of these apps in the education of children aged 4 to 6. Their views were research-worthy because they are students who have already been practicing as teachers in kindergarten for several years. In our contribution, we interpret the subject matter via qualitative methodology through interpretations of the external study teachers in terms of their pedagogical practice and their views on augmented reality after trying augmented reality applications directly with children in kindergarten. We also point out to the possibilities for further didactic potential of the augmented reality phenomenon in pre-primary education for the future.

Keywords:

Augmented reality, pre-primary education, learning and teaching, qualitative methodology.