The influence of multimedia resources on the formation of sensory sensitivity in preschool children

Abstract

The relevance of the study lies in the rapid spread of digital technologies in everyday life and the insufficient study of their long-term impact on the development of children’s sensory sphere. The purpose of this study is to identify the potential and specifics of modern interactive technologies in stimulating visual, auditory, tactile, and other types of perception, as well as their practical and safe use in the process of preschool education. Methods. The study used a complex of theoretical and empirical methods, in particular, the analysis and generalization of psychological, pedagogical and methodological literature on the issues of children’s sensory development, the impact of multimedia technologies on the child’s psyche, as well as the essence of the concepts of «sensory sensitivity» and «multimedia resources», systematization of existing scientific approaches to the problem of using digital tools in preschool education. Empirical research methods were employed through the observation of children’s activities during interactions with various types of multimedia resources and traditional didactic materials. Results. It was found that multimedia resources contributed to the formation of stable motivation for cognitive activity in preschool children, which in turn contributed to increased attention and concentration, thereby ensuring more effective assimilation of sensory experiences. It has been proven that correctly selected digital technologies can not only diversify the educational process but also ensure the harmonious development of the child’s sensory sphere, taking into account their age and individual characteristics. Practical recommendations have been developed for teachers and parents on optimizing sensory education using digital technologies, taking into account the individual characteristics and age needs of preschoolers. Conclusions. Multimedia resources, when used pedagogically, create conditions for multi-channel information delivery, which increases the child’s interest in cognitive activity, forms the experience of differentiated perception, and improves the ability of sensory integration. At the same time, excessive or uncontrolled use of multimedia can lead to sensory overload; therefore, it is essential to adhere to age- and individual-specific norms during the educational process.