МЕТОДИЧНИЙ СУПРОВІД РОЗВИТКУ КРИТИЧНОГО МИСЛЕННЯ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

Abstract

The purpose of the study is to consider the features of the development of critical thinking of preschool children, as well as approaches to the implementation of methodological support for the studied phenomenon. The phenomenon of critical thinking is considered, with the help of dictionaries, reference books, encyclopedias, etc. The definitive characteristic of such basic concepts of research as thinking, critical thinking, methodical support is opened. The normative-legal documents are analyzed, which reflect the issues of intellectual development of children in general and critical thinking in particular. Using the method of retrospective analysis, the classics of domestic pedagogy S. Rusova and V. Sukhomlynskyi demonstrated how the issues of intellectual upbringing of children were covered. Due to the elaboration of dissertation researches, a number of manuals, textbooks, separate publications the theoretical analysis of the researched question is carried out. The most effective approaches to the organization of the educational process in the institution of preschool education in order to develop critical thinking in preschool children are identified. Recommendations for teachers of preschool education institutions are outlined and the most effective forms of organization of educational process for the purpose of development of bases of critical thinking at children of preschool age are listed. The study used a number of methods, namely: terminological – made it possible to determine the conceptual and terminological apparatus of the study, to clarify the concept; narrative – for a comprehensive study of the scientific problem in modern Ukrainian and foreign discourses; retrospective – demonstrated how the issues of intellectual education of children were covered by the classics of domestic pedagogy S. Rusova and V. Sukhomlinsky; interpretive – qualitative analysis, establishment of structural connections, generalization of data to identify the most significant factors in the development of critical thinking in preschool children. Teachers of preschool institutions, for various reasons, are not always ready to carry out painstaking work on the development of critical thinking of preschool children. First of all, there is a question of qualitative methodical support of implementation of this work. An urgent problem is the lack of necessary information, primarily methodological, and sometimes, the ability to use it and adapt to the capabilities of children of different ages.