Abstract
This paper focuses on applying collaborative learning technologies in teaching preschool twins and reveals the role of collaborative learning in the formation of twins’ self-awareness. At the ascertaining stage of the experiment, 100 twins of preschool age took part. At the formative stage of the experiment, 16 preschoolers took part. At the formative stage of the experiment, an empirical assessment was carried out based on empirical indicators of the process and result of joint task performance by twins before and after participation in the formative experiment. An empirical study of the peculiarities of intrapair interaction in collaborative activities of preschool twins has shown effects that are a consequence of the twin situation. The use of collaborative learning in the psychological and pedagogical support of preschool twins has allowed obtaining positive results expressed in an increase in self-esteem, motivation for cooperation, and a decrease in aggressiveness and rivalry in a pair of twins.
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