DIAGNOSIS OF MEDIA LITERACY LEVELS AMONG OLDER PRESCHOOL CHILDREN IN CONDITIONS OF MARTIAL LAW

Abstract

The article substantiates the theoretical and methodological foundations for diagnosing the levels of media literacy among older preschool children in conditions of martial law. The concept of media literacy in preschool children is clarified as an integrative personal characteristic that encompasses cognitive, emotional-value, and behavioral components of interaction with the media space. A classification of criteria for media literacy development is proposed, which includes a cognitive-content criterion with indicators of awareness of the nature of the media, the ability to distinguish between reality and media representation, and to recognize potentially dangerous content; an emotional-motivational criterion, which covers the ability to verbalize and differentiate emotions, the adequacy of emotional reactions, and the formation of basic self-regulation skills; behavioral-activity criterion, which characterizes compliance with the rules of safe use of media devices, conscious choice of content, and seeking help in case of an information threat. Three levels of media literacy development have been identified–high, medium, and low–which are interpreted as integral qualitative characteristics of the development of relevant skills and attitudes. The authors have developed a comprehensive diagnostic methodology structured in accordance with the specified criteria and indicators, which combines individual structured interviews, analysis of emotional reactions to neutral and moderately disturbing content, modeling of typical situations of interaction with the media space, and pedagogical observation.
The results of the study show that the average level of media literacy is dominant, which is manifested in the presence of basic ideas about the media space and partially formed skills of emotional regulation and safe behavior, with insufficient consistency in their manifestation. The consistency of indicators across all criteria confirms the integrity of the integrated approach and the effectiveness of the author’s methodology as a valid tool for comprehensive diagnosis of the levels of media literacy development in older preschool children in conditions of martial law.