AN IDEA FOR THE APPLICATION OF MODERN TECHNOLOGIES IN KINDERGARTEN

Abstract

This article explores the possibilities of modern information and communication technologies for enriching the teaching in kindergarten, describing a specific pedagogical situation, implemented in the first group “Zaiko” at the kindergarten ‘Dora Gabe’ in Sandanski, Bulgaria. The aim is to demonstrate how an interactive board, a programmable Bee Bot toy, an interactive floor and traditional materials can be embedded into a sequence of activities dedicated to farm animals and their children. The introduction reasons for the importance of technologies for children's cognitive and emotional development, outline current research on mobile learning, interactive whiteboards, tablets, digital storytelling and educational robotics. The materials and methods are described in details: all the devices used, worksheets, puzzle, paints and additional objects (toy chick, corn seeds) are mentioned, as well as the methodological techniques conversation, didactic and mobile games, clarifying questions and encouragement. The course of the situation starts with a riddle about a hen, goes through an interactive presentation with maze and classification tasks, an individual worksheet, a mobile game with a song, a puzzle arrangement, an art technique ‘printing’ and ends with a coding game ‘Tell about the animal’ with Bee Bot and interactive floor game. Observations showed high engagement of all children; they reacted spontaneously with the animal sounds, successfully solved the on screen tasks and showed a strong desire to participate in both the puzzle and the programming of the robot bee. The discussion highlights that a multisensory approach facilitates the acquisition of new vocabulary and basic science concepts while developing fine motor skills and coordination through print and moving elements. It has been reported that the rotation of individual and group work allows each child to demonstrate knowledge and creative skills at their own pace, and the dynamic change of formats prevents attention loss. From a practical point of view, the teacher should allow sufficient time for the art materials to dry and plan transitions between technology and analogue activities so as not to interrupt the learning flow. It is recommended that future research include pre and post tests, longitudinal follow up of effects, and more active digital engagement of parents through photo sharing or online portfolios. The conclusion highlights that technology alone does not guarantee better learning, but when implemented purposefully and combined with movement, play and art, it becomes a bridge to a richer, more holistic educational experience. The proposed practice demonstrates an achievable strategy for integrating STEAM elements into preschool while developing cognitive, social, and creative skills. The article reasons that such an ecosystem of complementary tools screen, movement and creativity creates equal opportunities for every child to actively participate, regardless of their initial interests or technological experience. In doing so, it lays the foundation for a sustainable model of a contemporary kindergarten in which digital tools are not just background decor, but an integral part of the process of meaningful learning and development.