Brainstorming and modern teaching strategies in preschool education

Teodora-Mirela Băbuţ

doi:10.24193/adn.14.1.17

Abstract

Abstract: The paper proposes in the first part a brief overview of teaching strategies, as flexible and operational approaches to action (which can be modified, reformed, changed). Among modern teaching strategies, an important place is occupied by interactive strategies which act beneficially in pedagogical processes, offering the possibility of productive, participatory learning from the actors involved, with opportunities for effective communication and cooperation. Interactive teaching strategies based on the use of interactive group methods and techniques, also aim to promote an optimal atmosphere of self-confidence and mutual respect. The second part of the paper presents an experimental research about the use of the brainstorming method,in kindergarten, as an illustration of interactive strategies. The results show that the brainstorming method can be successfully applied to improve the ability to work in a team, to tolerate the opinion of a colleague, to improve communication and sociability.

Highlights

In this paper we analyzed the efficiency of the brainstorming method by applying it to a group of preschoolers, aged between 5 and 6 years
The evidence of the findings indicated that brainstorming is a useful teaching technique and a favorable method to be used in the classroom
The brainstorming method can be successfully applied to improve the ability to work in a team, to tolerate the opinion of a colleague, to improve communication and sociability

Summary

Introduction

The current educational system requires strategies necessary for continuous development in knowledge and adaptation. In order to achieve this goal, the most appropriate are the modern teaching strategies because children manage to access knowledge and develop their intellectual abilities, skills, abilities, aptitudes, feelings and emotions (Boncea, 2016). The enthusiasm of the teacher must be evident at each success of a child or a group of children, being stimulated and motivated for the following tasks (Breben, Gongea, Ruiu & Fulga, 2002). The field to which this experiment was applied is the Language and Communication Field, with the theme "Why do I like the spring season?". Through this method we aroused the children's creativity and interest in the activity, providing information on the present acquisitions regarding the question "What do you know about the spring season?"

Methods

Results

Conclusion