Abstract:

Digital technologies are gradually becoming a daily part of the lives of children in the family and kindergarten. The issue of the impact of digital technologies on the quality of pre-primary education, but also the use of these technologies in kindergartens is subject to many discussions and studies. Integrating augmented reality into educational activities is one of the alternatives to developing digital literacy in teaching pre-school children. The visual impact of augmented reality has a direct impact on the child's motivation, which is one of the factors of effective learning in the preschool age of a child. In this scientific study we present findings on the possibilities of using augmented reality in teaching in pre-primary education in Slovakia. Via the method of questionnaire, we identified opinions and attitudes of kindergarten teachers and pre-service teachers - students of the Faculty of Education in Slovakia. The development of digital literacy through augmented reality may depend on the personality characteristics of both the teacher and children. We assume a close relationship between individual literacies, autonomy, self-awareness, decision-making and participation. We assume that the proposed conceived research and subsequent findings allow us to consider, in a comprehensive way, the procedures of teaching teachers and their overall didactic erudition in the monitored area.

Keywords:

Augmented reality in teaching, pre-primary education, digital literacy of teachers.