Formation of sound analytical and synthetic activity in preschoolers based on the use of gamification

the article reflects the results of a study of the possibilities of organizing sound analytical and synthetic activity in preschoolers using gamification tools. The purpose of the study presented in the article was to identify the methodological foundations for organizing language analytical and synthetic activity in preschoolers using gamification tools and to test the effectiveness of the proposed methodology. The article reflects the main objectives of the study, which are aimed at revealing the content of sound analytical and synthetic activity in preschoolers, the essence of gamification, and its place in the organization of educational activities based on game activities. The article also identifies the methodological conditions for using gamification tools to activate sound analytical and synthetic activity in preschoolers, designs methodological tools for implementing these conditions, and tests the effectiveness of these tools. The content of sound analytical and synthetic activity is determined through its components: the ability to hear sounds, identify and analyze sounds in words, establish their order, and combine sounds into words. When considering gamification, the article provides a description of the concept itself, as well as the techniques and tools used in the educational process. The article also explores the integration of gamification tools into the sound work process, as well as the methodological conditions and tools that facilitate the implementation of specific gamification tools in the organization of sound analytical and synthetic activity for preschoolers. The article concludes that the selected conditions and developed methodological tools are effective in promoting sound analytical and synthetic activity in preschoolers.

preschool education, sound analytical and synthetic activity, gaming technologies, and gamification