Information Technologies in Education: Forming the Competences of the Future


  • Sergey A. Averin
  • Evgenii A. Alisov
  • Natalia S. Murodhodjaeva
  • Igor A. Noskov
  • Olga V. Tsaplina
  • Lyudmila E. Osipenko





competences, STEM-pedagogy, imaginative thinking, research abilities, author's animation.


Specialists in the field of programming create a huge flow of software, which is mainly aimed at attracting children to specific software products that have a developing effect, rather, as a side effect. The developing effect is not diagnosed in such programs, but it is often declared by the developers. Scientific and methodological response of the pedagogical community to information challenges in the field of preschool education was the creation of the methodology of author's children's animation and the corresponding educational module. In the article two important competences of preschool children are considered, which are basic in relation to many other competences formed at an older age: developed imaginative thinking and developed research abilities. The development of these competences projects as a methodical waymark for the technical development of the methodology of author's children's animation.

Thereby, the purpose of the article is to justify the creation of methods for author's children's animation that determines the development of imaginative  thinking and research abilities of preschool-age children, taking into account the requirements of the modern information society.

To achieve this goal, the following methods were used: content analysis; method of contrastive-comparative analysis of scientific and methodical materials; method of system analysis; method of mathematical and statistical data processing; expert appraisement, generalization of research results.

Based on the results of the study, the theoretical foundations of the preschool-age child's competence were determined, a pilot study of the development of preschoolers' competencies, the development and introduction of the educational module "Multstudio I CREATE THE WORLD" into the practice of pre-school pedagogy as a potentially effective means of developing imaginative thinking and research abilities of children, development of recommendations for software providing multstudios in kindergarten.



[1] Bezdukhov, V. P., Noskov, I. A. About the multi-level nature of pedagogical reflection. News of the Samara Scientific Center of the Russian Academy of Sciences. 2015, vol. 17, â„– 1-3, p. 552.

[2] Yakimanskaya, I. S. Age and individual characteristics of figurative thinking of students. Scientific Research Institute of General and Pedagogical Psychology of the Academy pedagogical sciences of the USSR. M.: Pedagogy. 1989, p. 224.

[3] Volosovets, T. V., Markova, V. A., Averin, S. A. STEM-education of preschool and primary school children. Partial modular program for the development of intellectual abilities in the process of cognitive activity and involvement in scientific and technical creativity: the curriculum. Moscow: BINOM. Laboratory of Knowledge, 2018, p. 112.

[4] Il'ichev, V. V., Il'icheva, E. V. The value of figurative thinking in teaching. Pedagogy and modernity. 2013, â„– 1, pp. 2-4.

[5] Murodhodjaeva, N. S., Madumarova, A. V. Use of information and communication technologies in the process of intellectual development of preschool children. Informatization of education: theory and practice: a collection of materials of the international scientific-practical conference. 2015, pp. 110-112.

[6] Kurakina, E. S., Alisov, E. A. Possibilities of using social services in conditions of information and communication educational environment. Bulletin of Tambov University. Series: The humanities. 2017, Vol. 22, no. 3 (167), pp. 33-38.

[7] Savenkov, A. I., Tsaplina, O. V., Ganicheva, A. N., Murodhodjaeva, N. S., Polkovnikova, N. B. Monitoring of the main educational programs of preschool education. Moscow Publishing House of SIC ART, 2017, p. 212.

[8] Osipenko, L. E. Scientifically-practical training: from the model to the technology of organization [Text].Moscow, IIU MGOU, 2015. p. 290.

[9] Poddyakov, N. N. Mental development and self-development of a preschool child. Near and far horizons. Moscow: Obruch, 2013, p. 192.

[10] Savenkov, A. I. Pedagogy. Research approach in 2 hours 2nd ed. Moscow Yurayt, 2016.

[11] Savenkov, A. I. Development of emotional intelligence and social competence in children [Text]. Moscow: National Book Center, 2015, p. 127.

[12] Smirnova, P. V. The game and the research behavior of a modern child of an early age (based on longitudinal material). Materials of the International Scientific and Practical Conference. Moscow: Moscow City Pedagogical University. 2017, p. 93-98.

[13] Sobkin, V. S., Skobeltsina, K. N. Representations of parents about the features of communication of their child with a computer. Modern preschool education. Theory and practice. 2012, â„– 3, p. 30-34.

[14] Utlik, E. P. On competencies and competence approach. Bulletin of the Moscow State Regional University. Series: Psychological sciences, 2015, â„– 1, p. 59-65.

[15] Tsaplina, O. V. Technologies of development of cognitive activity of the preschooler. Kindergarten from A to Z, 2016, â„– 1 (79), pp. 44-53.

[16] Blankenburg, J. S., Höffler, T. N., and Parchmann, I. Fostering Today What is Needed Tomorrow: Investigating Students’ Interest in Science. Science Education, 2016, no. 100(6), pp. 364–391.

[17] Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 2012, no. 112(1), pp. 3–11.

[18] Maltese, A. V., Melki, C. S., & Wiebke, H. L. The nature of experiences responsible for the generation and maintenance of interest in STEM. Science Education, 2014, no. 98(6), pp. 937–962.

[19] Méhaut, P., & Winch, C. The European Qualification Framework: skills, competences or knowledge? European Educational Research Journal, 2012, no. 11(3), pp. 369-381.

[20] Mietzner, D., and Kamprath, M. A. Competence Portfolio for Professionals in the Creative Industries. Creativity and Innovation Management, 2013, no. 22(3), pp. 280–294.

[21] Santosh, A., Shinde, Rajeswari, R. Intelligent health risk prediction systems using machine learning: a review. International Journal of Engineering and Technology(UAE). 2018, vol 7, no 3, pp.

[22] Pikkarainen, E. Competence as a Key Concept of Educational Theory: A Semiotic Point of View. Journal of Philosophy of Education, 2014, no. 48(4), pp. 621–636.

[23] Schaap, H., de Bruijn, E., Van der Schaaf, M. F., and Kirschner, P. A. Students' personal Professional theories in competence-based vocational education: the construction of personal knowledge through internalisation and socialization. Journal of Vocational Education & Training, 2009, no. 61(4), pp. 481-494.

[24] So, W. W. M. Connecting mathematics in primary science inquiry projects. International Journal of Science and Mathematics Education, 2013, no. 11(2), pp.

[25] Wang, X. Why students choose STEM majors: Motivation, high school learning, and postsecondary context of support. American Educational Research Journal, 2013, no. 50(5), pp. 1081–1121.

View Full Article:

How to Cite

A. Averin, S., A. Alisov, E., S. Murodhodjaeva, N., A. Noskov, I., V. Tsaplina, O., & E. Osipenko, L. (2018). Information Technologies in Education: Forming the Competences of the Future. International Journal of Engineering & Technology, 7(4.7), 276–282.
Received 2018-09-29
Accepted 2018-09-29
Published 2018-09-27