USING INTERACTIVE PEDAGOGICAL TECHNOLOGIES TO DEVELOP COMPUTER LITERACY AMONG 6–7-YEAR-OLD CHILDREN

Abstract

The rapid digital transformation of contemporary society has made basic computer literacy an increasingly important component of children's readiness for learning and participation in a technology-rich environment. However, developing computer literacy among 6–7-year-old children should not be reduced to teaching technical operations or increasing children's screen exposure. At this developmental stage, digital competence needs to be formed through purposeful, age-appropriate, interactive, creative, and socially mediated learning experiences. This article examines the theoretical and methodological foundations of using interactive pedagogical technologies to develop computer literacy among children aged 6–7. The study employs theoretical analysis, comparative synthesis, content analysis, classification, and pedagogical modelling to identify effective approaches to early digital competence development. Particular attention is paid to interactive educational games, multimedia learning, digital storytelling, unplugged and digital coding activities, collaborative tasks, problem-based learning, creative digital production, and teacher-guided exploration. The study conceptualizes early computer literacy through five interconnected components: operational-technological, information-cognitive, creative-productive, algorithmic-logical, and digital-safety competence. Based on the analysis, an integrated methodological model is proposed in which interactive pedagogical technologies are selected according to children's developmental characteristics and specific learning outcomes. The findings suggest that interactive technologies can enhance children's motivation, problem-solving, communication, creativity, computational thinking, and confidence in using digital tools when they are integrated into play-based learning and mediated by an educator. The study emphasizes that technology should extend children's active learning rather than replace physical play, direct communication, creative activity, or real-world exploration.