Abstract

Experimental activities in science exploration provide children aged 5–6 with opportunities to observe, experience, predict, and investigate familiar phenomena. The findings indicate that teachers’ skills in organizing these activities are at a moderate level (M = 3.29). Based on this assessment, the article proposes five digitally supported measures focusing on professional development, questioning techniques, observation and situation- handling skills, activity evaluation and adjustment, and the development of a digital resource bank. Digital technologies are employed to support teacher training, activity design and implementation, assessment, and professional knowledge sharing without replacing children’s direct, hands-on experiences.

Keywords: Children aged 5–6, digital transformation, experimental activity organization skills, preschool education, science exploration.