Abstract:
The article substantiates the importance of training future teachers to use AR technologies in the
educational process of preschool and primary education. Scientific sources on the problem of AR
application in education are analyzed. Possibilities of using AR in work with preschoolers and junior
schoolchildren are considered. Aspects of research of the problem of introduction of AR in education
carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in
education; introduction of 3D technologies, virtual and augmented reality in the educational process
of preschool and primary school; 3D, virtual and augmented reality technologies in higher education;
increase of the efficiency of learning and motivating students through the use of AR-applications on
smartphones; formation of reading culture by means of augmented reality technology; prospects for
the use of augmented reality within the linguistic and literary field of preschool and primary education.
The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books,
encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with
children of preschool and primary school age; the possibilities of books for preschool children created
with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for
the effective education and development of preschoolers and primary school children is determined.
Problems in the application of AR in the educational process of modern domestic preschool education
institutions are outlined. A method of diagnostic research of the level and features of readiness of future
teachers to use AR in the educational process of preschool and primary education has been developed.
Criteria, indicators are defined, the levels of development of the main components of the studied readiness
(motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers
in the field of preschool and primary education; inconsistency between the peculiarities of training future
teachers to use AR in professional activities and modern requirements for the quality of the educational
process; the need to develop and implement a holistic system of formation of the studied readiness of
future teachers in the conditions of higher pedagogical education are proved. A model of forming the
readiness of future teachers to use AR in the educational process of preschool and primary education
has been developed.
