Віртуальна реальність як інноваційний інструмент професійної підготовки майбутніх фахівців дошкільної освіти
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| Format: | Recurso digital |
| Sprache: | Ukrainisch |
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2025
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| _version_ | 1866901213999529984 |
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| author | Баратюк, Артем |
| author_facet | Баратюк, Артем |
| contents | <p>The article provides a theoretical justification of virtual reality (VR) technologies as an innovative tool for the professional training of future early childhood education specialists in the context of educational digitalization. The central challenge addressed is the gap between theoretical knowledge and real pedagogical practice, particularly the limited opportunities for safe modelling of complex educational situations. Drawing on recent international and national studies, the paper outlines the psychological and pedagogical potential of VR as a simulation-based learning environment that offers a high level of immersion, interactivity, and sense of presence, enabling students to rehearse communication strategies, behavioural management and emotional regulation without risk to the child. VR is shown to support the development of key professional competencies of future preschool teachers, including empathy, emotional intelligence, cognitive flexibility, metacognition, reflective skills and readiness for continuous professional self-development. The VR environment functions as a space for safe experimentation and professional self-exploration, fostering the formation of professional identity through perspective-taking, moral reflection and clarification of one’s pedagogical stance. Particular emphasis is placed on the importance of carefully designed scenarios, sufficient training duration and authenticity of virtual situations as determinants of training effectiveness. It is concluded that integrating VR into the training of early childhood education professionals represents a promising direction for the development of teacher education, helping to bridge the gap between theory and practice and to integrate cognitive, emotional and ethical components of professional growth.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_17637088 |
| institution | Zenodo |
| language | ukr |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Віртуальна реальність як інноваційний інструмент професійної підготовки майбутніх фахівців дошкільної освіти Баратюк, Артем Virtual Reality Virtual Reality Exposure Therapy Virtual Reality Exposure Therapy/instrumentation Child, Preschool/education Educational Technology Immersion Teaching method Simulation Training Simulation Training/ethics Emotional Intelligence <p>The article provides a theoretical justification of virtual reality (VR) technologies as an innovative tool for the professional training of future early childhood education specialists in the context of educational digitalization. The central challenge addressed is the gap between theoretical knowledge and real pedagogical practice, particularly the limited opportunities for safe modelling of complex educational situations. Drawing on recent international and national studies, the paper outlines the psychological and pedagogical potential of VR as a simulation-based learning environment that offers a high level of immersion, interactivity, and sense of presence, enabling students to rehearse communication strategies, behavioural management and emotional regulation without risk to the child. VR is shown to support the development of key professional competencies of future preschool teachers, including empathy, emotional intelligence, cognitive flexibility, metacognition, reflective skills and readiness for continuous professional self-development. The VR environment functions as a space for safe experimentation and professional self-exploration, fostering the formation of professional identity through perspective-taking, moral reflection and clarification of one’s pedagogical stance. Particular emphasis is placed on the importance of carefully designed scenarios, sufficient training duration and authenticity of virtual situations as determinants of training effectiveness. It is concluded that integrating VR into the training of early childhood education professionals represents a promising direction for the development of teacher education, helping to bridge the gap between theory and practice and to integrate cognitive, emotional and ethical components of professional growth.</p> |
| title | Віртуальна реальність як інноваційний інструмент професійної підготовки майбутніх фахівців дошкільної освіти |
| topic | Virtual Reality Virtual Reality Exposure Therapy Virtual Reality Exposure Therapy/instrumentation Child, Preschool/education Educational Technology Immersion Teaching method Simulation Training Simulation Training/ethics Emotional Intelligence |
| url | https://doi.org/10.5281/zenodo.17637088 |