Interaction of subjects of the educational Process with the help of a Foresight Project

Yaroshenko Elena Aleksandrovna PhD in Pedagogy Associate Professor, Department of General Pedagogy and Pedagogical Technologies, Branch of the Stavropol State Pedagogical Institute in Essentuki 357601, Russia, Stavropol Territory, Essentuki, Valley of Roses str., 7, room 120 jaroshenko_lena@mail.ru Sinaiko Valeriya Vital'evna Educator of kindergarten No. 16 "Swallow", Essentuki 357601, Russia, Stavropol Territory, Essentuki, Pyatigorskaya str., 112 a sinaiko.valerii@mail.com

Sinaiko Elena Aleksandrovna High category educator of child development center - kindergarten No. 21 "Yolochka", Essentuki 357601, Russia, Stavropol Territory, Essentuki, ul. Pyatigorskaya, 138 sinaiko.elena@gmail.com

The study of the concept of "Foresight project" and its use in the educational process

In the modern world, foresight is a fairly common phenomenon, both in scientific, business and political circles. In most countries of the world, the need to predict various situations is realized. The USSR, and later Russia and most of the CIS countries are an example of planning economic processes and phenomena. Economically developed countries also consider it appropriate to predict the future, while using such a tool as foresight. In their opinion, the use of this tool should be logical and consistent - starting with the technological sphere and continuing in other areas. 

Educational organizations should also strive to use formite in their work, because with the help of this tool, all participants in the educational process will be able to predict their activities, setting real goals and tasks that they will be able to implement in the future.

 In any science, you can apply the method of predicting the future, develop a plan and scenario for development. This applies not only to humanitarian and economic areas. Foresight is widely used in physical, chemical, technological and other sciences.

If we look from a historical point of view at the processes of transformation of future phenomena into the present, then experts distinguish two varieties of these processes. In some, this pattern can be traced directly, in others - indirectly, i.e. as a result of random actions.

There are many definitions of foresight. some of them complement each other, and some contradict. In general, the word "foresight" comes from the English "foresight". Translated, it means "looking into the future."

Thus, S.V. Kryukov, based on the works of G.A. Afanasyev, A.S. Bikkulov and M.S. Salazkin, in his article presents foresight as a systematic and, at the same time, a joint process in which the image of the future is being built for the medium and long term. Its purpose is to improve the quality of decision-making and further coordination of joint actions ^[1]. Foresight systematizes attempts to look into the future of any science, to consider various technologies with which it is possible to improve the psychological and pedagogical process of teaching and educating preschool children.

Some authors present foresight as a natural human activity. They believe that it has already been formalized and is contained within certain methods. It is actively used in determining various long-term consequences if there is a need to make decisions in the field of science and technology. As for preschool educational institutions, it can be stated that foresight can be used to develop long-term planning of pedagogical activity. At the same time, there is a systematic reflection on the future, as well as an impact on the future ^[2].

Systematizing the views of various authors on the concept of foresight, we can conclude that this is a systematic activity that forms future scenarios that are predicted and ordered depending on the purpose of their implementation.

A comparative analysis of the concepts of foresight and forecast showed that they have both common and different aspects of content. In forecasting, the initial data and the proposed research questions only need to be asked and explained in advance, and in case of forsyte, they are open and subject to clarification. As for the analysis of information, the forecast focuses on the object of the study, i.e., how the chosen research area will look in the future, and with the foresight, priority directions are determined.

The forecast is more focused on the result, and foresight creates opportunities for a communicative exchange of opinions. The forecast operates with more stringent methods that are aimed at excluding the subjective opinion of experts, and in the foresight, on the contrary, they tolerate the subjective judgments of experts. The interaction of all participants of the educational process in determining the future direction of development is actively welcomed ^[3].

Thus, foresight can be considered a more effective method that can be used in the formation of priorities in various areas of activity, including in the educational process of preschoolers.

Foresight is based on principles, the main of which are the dependence of the future on the efforts made; the variability of the future depending on the decisions of stakeholders; the preparedness of the future taking into account the wishes of all participants.

There are many methods and a large arsenal of methodological tools that are used in forsyte. If we try to systematize them, we can distinguish such criteria as the type of foresight (normative or search); purpose (ideas, analysis); tools (quantitative and qualitative); methods of working with experts; tradition; novelty, etc. ^[4]. Among the main functions used in conducting foresights, researchers distinguish predictive, analytical, creative, expert, stimulating, etc.

Foresight is most intensively used only 10-15 basic methods. Among the most productively used methods are Delphi, critical technologies, scenario development, technological roadmap and the formation of expert panels ^{[5, 6, 10]}.

From all that has been said, it follows that the construction of foresight depends on the collective work of a large number of experts who form a map of the future. The technology of the project is of great importance in the educational process. Research in the field of the possibility of using foresight technology as a pedagogical tool for predicting the future has shown that its application will help not only in creating new means of supporting learning technologies, but also in advancing the educational process. The possibilities of foresight are enormous and this contributes to the creation of a powerful unified intelligence of the entire civilization. Therefore, education as a subsystem of the "society" system should be based on an advanced reflection of the dynamics of the development of information technologies themselves, including pedagogical ones ^{[11, 12]}.

The modern understanding of the concept of "educational technology" includes various interpretations. The most interesting representation, in our opinion, is defined as follows:

- "technology" this is a detailed way of carrying out one or another activity within the framework of the chosen method;

- "pedagogical technology" this is a construction of the teacher's activity in which the actions included in it are presented in a certain sequence and assume the achievement of a predictable result;

The main criteria that make it possible to determine the essence of pedagogical technology include the following:

- unambiguous and strict definition of learning goals (why and for what);

- selection and structure of content (what); optimal organization of the educational process (how);

- methods, techniques and means of teaching (with what);

- taking into account the necessary real level of qualification of the teacher (who);

- objective methods of evaluating learning outcomes (is it so).

It is also possible to identify some essential features that pedagogical technologies possess, namely:

- diagnostic goal-setting and effectiveness presuppose guaranteed achievement of the goals and effectiveness of the learning process;

- cost-effectiveness expresses the quality of pedagogical technology, providing a reserve of study time, optimizing the teacher's work and achieving the planned learning outcomes in a short period of time;

- algorithmability, designability, integrity and controllability reflect various aspects of the idea of reproducibility of pedagogical technologies;

- correctability implies the possibility of constant operational feedback, consistently focused on clearly defined goals;

- visualization concerns the use of various audiovisual and electronic computing equipment, as well as the design and application of various didactic materials and original visual aids ^[13].

In modern pedagogy, foresight technology is used, but in Russia the practice of application is still little developed, as is the theory itself. Basically, foresight technology is used as an innovative tool for the economic development of the countries of Europe, America and Asia, This technology in these countries plays an important role in the structure of educational experience, contributes to the development of predictive competencies, since it is a tool for forecasting and shaping the future ^[14].

Today it is important to apply foresight technology in Russian pedagogy, because there are large-scale changes in education itself. It becomes continuous and represented by many different forms, which actively brings education closer to the development of the economy and business, respectively, foresight becomes one of the instruments of influence on the global market of educational services, indicates some opportunities.

Thus, the use of foresight technology confirms the importance of exchanging expert opinions in the field of education. Teachers of preschool education should be sufficiently aware of the possibilities of studying the future. Since insufficient knowledge of information can negatively affect the development of methodological recommendations in the field of preschool education.

 Research on the use of foresight projects in preschool educational organizations

After analyzing the methods of foresight projects, we organized a study on the study of those forms of work that are used in preschool educational organizations, and how relevant such a form of work as a foresight project is.

To do this, we have developed a questionnaire that includes 5 important questions. With the help of these questions, we wanted to identify whether kindergartens use projects, as well as foresight sessions, whether they know what foresight is, in what format they conduct pedagogical councils and whether they plan to use foresight sessions in their teaching activities.

The following kindergartens took part in the survey: from the city of Essentuki - №26, №21, №43, №1, №6, from the Foothill district – village of Yutsa No. 12, Suvorovskaya station No. 14.

Here is a short description of preschool educational organizations.

The general education program of MBDOU No. 26 "Orlyonok" is aimed at ensuring the versatile development of children, taking into account their age and individual characteristics in the main directions – physical, socio – personal, cognitive – speech and artistic – aesthetic. The program also aims to prepare preschoolers for school.

Kindergarten MBDOU CRR No. 21 "Herringbone" provides its pupils with public preschool education, a set of educational, developmental and health-saving programs.

Municipal budget preschool educational institution Child Development Center – kindergarten No. 43 "Golden Cockerel" carries out work aimed at preserving and strengthening the health of children, their physical, intellectual and personal development, the development of creative abilities, creating conditions for ensuring timely and full-fledged mental development of each child, improving the professional level of teachers. Simulators and non-traditional equipment, theatrical performances and entertainment are used for physical culture and recreation activities. all these are non-standard methods of work that give features to the work of this organization.

Municipal budget preschool educational institution kindergarten of a general developing type with priority implementation of activities for the artistic and aesthetic development of children No. 1 "Sunny" provides comprehensive development of preschoolers in kindergarten with the use of necessary facilities, such as a spacious music hall, a medical office. The development environment created in this organization corresponds to all age characteristics of the pupils.

MBDOU kindergarten No. 6 "Cheburashka" provides public preschool education, a balanced set of educational, correctional programs and health-saving technologies. 

Municipal budget preschool educational institution "Kindergarten No. 12" prepares children for school, develops creative and physical abilities of pupils, using both well-known methods of education and development, and specialized ones.

The municipal budget preschool educational institution "Kindergarten No. 14" of the Foothill Municipal District of the Stavropol Territory is aimed at implementing educational activities for the implementation of educational programs of preschool education. The subject of the kindergarten's activity is the formation of a general culture, the development of physical, intellectual, moral, aesthetic and personal qualities, the formation of prerequisites for educational activities, the preservation and strengthening of the health of pupils.

To answer the questions of our questionnaire, we analyzed the websites of educational organizations, and also conducted a survey directly with the methodologists of kindergartens. We have reflected the questionnaire data in Table 1.

The results of this questionnaire showed that all kindergartens use projects in their practice. Gardens No. 26 "Orlyonok", No. 1 "Sunny" and No. 12 use them in working with children. No. 14 – in working with children and parents. Kindergarten No. 6 "Cheburashka" uses projects only in working with parents. No. 21 "Herringbone" and No. 43 "Golden Cockerel" use them in working with children, parents and the team. Kindergartens also use various forms of work for pedagogical activities, which is a good indicator.

Table 1. Results of the survey of representatives of preschool educational organizations

We found out that none of the kindergartens uses foresight sessions, as many consider it a very difficult form of work. Someone does not understand the essence of this form of work and how to apply it within the framework of a preschool educational organization.

About 60% of managers and methodologists are aware of the existence of foresight. But at the same time they do not know how it can be used in gardens in practice. For example, kindergartens No. 26, No. 21, No. 6 and No. 43 replied that they have an idea about the foresight, but do not use it because of the complex system and lack of visual practice.

We received various answers to the last question. The head of the kindergarten "Orlyonok" replied that she did not know whether they would use foresight sessions in the future, as it was necessary to study this topic in more detail. The methodologist of the "Herringbone" kindergarten said that it would be interesting for them to try to introduce foresight into their pedagogical activities. The head of the kindergarten "Sunny" replied that she did not know the potential of this project and was not sure that she would use it. The head and methodologist of the Cheburashka kindergarten doubts foresight projects and would like to first get acquainted with examples of its use in kindergartens. The head of the kindergarten "Golden Cockerel" expressed a desire to try to implement foresight projects in kindergarten, but doubts this decision, as she believes that its structure is very complex. The head of kindergarten No. 12 replied that she did not plan to use foresight. The head of kindergarten No. 14 said that they might apply foresight projects.

Thus, the visual results of the survey on the possibility of using the foresight project method are presented in Figure 1.

Figure 1. The results of the survey on the possibility of using the foresight project in the work of preschool educational organizations

Thus, we can conclude that none of the kindergartens we interviewed uses the foresight project method, but the project method is quite relevant. The reason for not using foresight is the unavailability of using this method in the work on the interaction of subjects of the educational process.

Thus, there was a need to systematize the available material in this area in order to apply it in the educational activities of the preschool educational institution.

Methodological recommendations for the use of "foresight project" technology in the work on the interaction of subjects of the educational process

Foresight technology implies a bookmark of the work of all participants in the process. To do this, it is advisable to use a time map. In the work, attention should be paid not only to texts, but also to diagrams and samples. Then the largest delivery card will be obtained. Highlighting the brightest ideas and trends, time is overlaid on the maps, which affects the opinion of experts when voting. Experts create sets of maps of possible events, and then on their basis - a roadmap, which is a visual image of a joint future, including key trends, events, technologies, strategic forks and decision-making points in the pedagogical space with the help of a roadmap, possible scenarios for the development of a preschool educational organization are developed. Thus, Foresight technology allows through forecasting to identify the main threats and development opportunities in education, as well as in the current pedagogical process of a preschool organization.

The minimum duration of the foresight should range from two to four hours, the number of participants from 5 to 15 people, which is considered optimal, since then the participants can still hear each other and generate ideas. With a larger number of participants, it is advisable to divide them into groups. They can be divided depending on the direction. Then the results are entered into the general map and synchronized. If the division occurs depending on the completed tasks, then the results are collected and a common map is formed.

An important point in forsyte is the distribution of roles. We propose the following distribution scheme.

1 participants – all interested persons in conducting a foresight in a preschool educational organization;

2 moderator - pre-designs the process, collects information and analyzes requirements, keeps participants in the "framework of the future", instructs moderators and participants;

3 moderator - leads the process, manages communication, manages content.

4 support team.

The task of the participants is not just to create an image of the future, but also to develop a "road map", a kind of navigator that will help you quickly plot a route to your goals.

To use the "foresight project" technology, it is necessary to clarify the following terminology:

A trend is the same as a trend; an important, noticeable direction in the development of any direction of development of a preschool organization.

Technology is a separate technological solution that is most acceptable for the educational process in kindergarten.

Format – type of relations between participants, technologies of social interaction of interested persons.

A threat is a process or event on a trend, as well as a significant consequence of technology, which can negatively affect various entities or phenomena on the time map, which is of no small importance for a preschool educational organization.

The roadmap is a collectively visualized representation of the future, reflecting significant development trends, trends, events, technologies, strategic forks and decision points. 

When conducting a foresight, it is important for preschool educational organizations to use the energy of positive thinking of the team when jointly presenting the desired future (the team is initially tuned to "plus"), as well as effectively and in the correct sequence combine the stages of creative and analytical thinking).

The foresight project technology can be implemented through the following types:

1. Session – at a meeting, participants discuss the promising future, while forming a general idea. It can also be some kind of agreement on further meetings, if necessary, holding a dialogue and exchanging views to make a specific decision.

2. A project is a cycle of events in which there is a part of foresight technologies. As a result, a "road map" is presented if it has been agreed by all participants in the process. A decision is made on further resource planning and timing.

3. Process – there is an addition and development of the strategy arising from foresight.

Next, we will give an example of a foresight session for the most visual demonstration of the use of this method in working with subjects of the educational process.

The first day.

 The most vivid ideas of development are determined. The ideas are consistent and superimposed on the time map

Participants in small groups create sets of maps of probable events and technologies in the form of models

 The groups test the resulting models for effectiveness.

 The models are located on the time map.

Participants present their results.

The second day.

The groups work with service customers and compile a table of their existing and future needs.

A round-robin lynch of the results is carried out, according to the methodology of evaluating venture projects (teams listen carefully to the speakers, write down questions-clarifications and other notes on the speakers' speeches, the speakers answer questions).

The third day.

Participants work with policies, expectations and legislative changes.

 Consolidation of group maps into a common time map. Final presentation.

Time map.

Draw a map of your successful future. Mark your global goals as the locations where you would like to be. Also identify intermediate big and small goals on the way to them. Come up with and write names for the "goal points" that you are striving for in your personal and professional life. Also draw the streets and roads you will be walking along. How will you get to your goals? The shortest or the most roundabout way? What obstacles do you have to overcome? What kind of help can you count on? What areas will you have to cross on your way: blooming and fertile lands, deserts, remote and abandoned places? Will you build roads and trails alone or with someone? You can imagine your successful future in the form of wishes pasted on a paper-drawings cut out of magazines. 

Swing time.

Properly organized "Time swings" include three mandatory stages:

1. The participant(s) is invited (mentally) to move into the desired future and accept it as already taken place. "Moving" is carried out through special short videos; meditative music; a collective report of hours, days or years; joint use of vitamins, a piece of sugar or plain water; transplanting from one place to another; changing poses, etc. It is possible to move to any future: an hour, a day, a month, a year, centuries ahead.

2. Participants (in writing, orally, with audio or video recording) they answer special questions that consolidate what they have seen in a personally or collectively created future. Any ideas are welcome. Criticism is prohibited. It is possible to work in groups.

3. Participants return to the present, where they analyze the answers from the future (in writing and orally), determining priority steps to create it right now. In the "Swing of Time" it is important to fix the return to the present time in order to understand that now is the main motivator of the chosen better future. The plan of concrete actions to achieve the seen future includes key transformations, events, resources, solutions. 

The "Time Line" method (Walt Disney's creative strategy)

1. Take a pen and paper. Draw a segment on the sheet. The left end of the segment is today's date, the right end is the date of achievement of the goal (you need to set a specific date).

2. Imagine that you are already at the point when the goal is achieved. Feel with your whole body that the same date is already on the calendar and everything turned out perfectly for you. Describe what you see. Write down your thoughts next to the right end of the segment. What do you see? What surrounds you? What kind of people are next to you? What do they tell you? What are you telling yourself? How do you feel when the goal is achieved. Describe as many details as possible.

3. Now you need to get into a state of dissociation, i.e. look at your line as if from above, from the side. There is a present day and an end point. What stages should there be in between? The biggest strokes. If you imagine that the goal is to build a house, then such stages can be – foundation, first floor, second floor, roof, finishing… Mark these stages on the time line with dashes and also set dates for them.

If the stages are not invented, you can simply divide your line in half and put a number corresponding to half the way.

4. Association again. But this time we associate with one of the selected stages. Imagine that half the way is passed (or the foundation of the house is built). Look around, what do you see? What has already been done? What is important to pay attention to at this stage? What is important to do first. Also fix your thoughts theses.

5. Then we continue to alternate association and dissociation: we dive in and visualize each stage, and then we leave the picture and look at our entire plan. Gradually, priorities and important things that you have forgotten about or have not yet occurred to you will begin to emerge, but on which the success of the entire event depends.

You can start the association/dissociation path in stages both from the current date and from the end point – as it is more convenient for you. After completing your journey along the time line, go back to today (the left end of the segment) and choose what will be your very first step right now. This path is not an oracle's prediction, it is one of the possible scenarios that helps you navigate and make the right steps at the moment. No one prevents you from changing your plan and your time line if it makes achieving the final goal faster and easier.

Conclusions

After conducting research, we found out that Foresight (from the English Foresight — a look into the future, foresight) is presented as an innovative tool for modeling the future. Foresight is a technology that allows a circle of people who participate in the foresight to agree on the image of the future, their actions about this future, and their desired future.

The methodology is based on the joint work of the participants on the time map; working not with texts, but with images and diagrams. Unlike traditional forecasting, foresight technology is proactive in relation to future events. This means that the authors and participants of foresight do not just assess the probabilities and risks of certain conditions, but design their current activities in such a way as to strengthen positive trends and increase the probability of desired events and extinguish negative, undesirable trends. The very structure of foresight includes the designation of projects and events leading to the chosen goal. The result of foresight is a map of the future, i.e. a visually rich space that allows you to see various ways and ways to achieve the desired result.

Foresight is a process that includes three stages:

1. Creating an image of a probable future

2. Creating a scenario for the transition from the present to the desired future in the form of a "road map".

3. Creation of strategic and economic agreements of the participants on how this "road map" will be implemented.

We have also determined why foresight design is necessary for educational organizations.

To understand what hinders the development of an educational organization.

Predict the development of the organization for the future.

To understand which educational services are in demand at the present time and which are in demand in the future.

Learn what to do to gain a competitive advantage.

As part of this work, we conducted a study of the use of foresight projects in preschool educational organizations and revealed the fact that the pre-school organizations studied by us do not own the technology of foresight design, and, therefore, do not apply it in practice.

In this regard, we have developed methodological recommendations for the use of the foresight project technology in the work on the interaction of subjects of the educational process.