Abstract:

A huge step was taken in the field of online learning with the development of information technology. A large number of online courses, free e-books, video lessons, a variety of online platforms for teaching and developing almost any skills and abilities have become available for a wide range of students. Anyone can start or continue training in the chosen direction at a convenient time and from anywhere with one click. So, time economy, a floating schedule or an individual schedule, free trial lessons, practicality and simplicity of preparing to classes made online learning a super-popular educational tool.

However, the researchers note that despite the great potential, in most cases such training does not bring the expected results. The reason for this is a variety of factors. First and foremost, this is due to the fact that the sphere of online education is only beginning to gain momentum and is far from perfect: teachers need to restructure teaching methods in a new way, and students need to learn to engage in remote mode when there is no control or strict system for evaluating learning outcomes. Secondly, it is not possible to apply online teaching and substitute standard teaching methods in all areas of education. Thirdly, currently in Russia there is no common and uniform set of criteria for evaluating programs for additional online education. Accordingly, the Internet is filled with a variety of educational channels of very different quality.

As for the sphere of pre-school education, it should be noted that online learning at the moment cannot be a worthy substitute for offline teaching methods. Effective methods of teaching foreign language to children combine traditional offline and modern online lessons. Desirable online learning for children should be built in such a way that the game process, the process of communication and the learning process are intertwined. . The content of the online resource must correspond to the age category of the students, the level of their knowledge, the range of interests and possible sociocommunicative roles. The content should be colorful, attractive, visual and useful. It is necessarily to use sound effects and different kind of music, which makes the learning process more interesting and accessible.

An overview of existing online resources for pre-school children allows us to conclude that all sources have imperfections in the content side and in the design of educational channels. Most resource materials are presented chaotically and illogically and do not contain satisfactory content for the development of speaking and listening skills. Often only popular children's songs or songs from cartoons are offered for listening. Typically there are no practical tasks to improve independent development of speaking skills. The design of the resources often distracts from the content and does not contribute to a deeper assimilation of the material.

Thus, it is necessary to develop common criteria for evaluating existing online resources and developing a universal model of an educational platform with quality content that guarantees effective learning in all stages, especially in pre-school learning.

Keywords:

Russian as foreign language, pre-school education, online resource, content.