The article analyses teachers’ experiences of the use of digital tools in the development of pre-school children’s language skills. Findings from the qualitative research revealed that the use of digital tools helps to open up these possibilities for preschoolers’ language development: improving children’s speaking and active listening skills; meeting children’s different educational needs; developing fine motor skills; developing reading skills; facilitating spontaneous learning; helping teachers to plan educational activities; individualising and differentiating the content of education; ensuring quality parent-teacher cooperation; etc. Teachers face the following difficulties when using digital tools to develop pre-school children’s language skills: a lack of funds to purchase digital tools; inaccurate information in digital space; inappropriate educational content for children; lack of methodological hours to create interactive tasks; etc. In the opinion of the informants, the success of the use of digital tools is determined by the teacher’s personal qualities, motivation, and the ability to apply effectively innovative educational methods. This is why teachers regularly participate in seminars and conferences, share best practices on social networks, etc.
Strategic documents (Description of Pre-school Children’s Achievements, 2014; State Strategy for Education in 2013–2022, 2014; Concept of Good School, 2015; Methodological Recommendations for Pre-school Education, 2015; etc) state the need to create conditions for children to actively work, investigate, create, discuss, and learn to solve problems, etc. This changes the classic approach to the quality and outcomes of pre-school education. The article analyses teachers’ attitudes towards the possibilities for applying active learning methods in developing children’s language skills at pre-school age. The findings of the qualitative research have revealed that pre-school teachers look for the most effective, child-friendly education methods and tools in order to ensure the success of children’s language education and their optimal achievements according to the children’s abilities. From a teacher’s point of view, pre-school children whose teachers apply active learning methods have the following opportunities for language education: to think creatively, experience the joy of education, take responsibility, investigate and solve problems, work in pairs and/or groups, learn to believe in themselves, use media, develop responsible media usage habits, etc. The findings of the research reveal that children’s language education possibilities using active learning methods are highly dependent on the teacher’s competencies, creativity and willingness to work in a different, non-traditional way.