Abstract
The authors share experience in the educational process with 6-7 year olds on a tested model with elements - semiotic approach, competence approach, team approach, methods "mirror training", "mind map" and "design thinking" in 6-7 year olds. children in their educational and practical activities for acquiring creative thinking; solving problems; finding solutions in order to obtain a constructive result. The tested methods and approaches help to: tolerate the expression of the personal position; concentration and promotion of children's independence; team interaction; equality of the organization and self-organization in the training; to respect the experiences of children in pedagogical interaction; and others with which 6-7 year old children to acquire the necessary competencies for the new social role "student". Through the applied model the children mastered three main types of intelligence necessary for the transition kindergarten-school: abstract (or conceptual) intelligence, characterized by the ability to use verbal and symbolic material, practical intelligence with which children feel comfortable in the specific environment when they have to deal with objects, social intelligence, which implies communication with others and the ability to dialogue with them. The stability of the model is expressed in its universality - it can be applied by children, parents, teachers, in all regime moments and in the next age period - school age.
Highlights
Simultaneity, multicolor, multi-layered experiences are typical for the child of the XXI century, without being typical for the adults who determine the child's environment
The focus of our activities was on stimulating them by applying methods and approaches that provoke a desire to acquire knowledge, skills and ideas that lead to children's competence for the new social role "student"
We focused the tasks on: 1. The role of the teacher - Conducting theoretical research, analysis and testing of a complex model for the functioning of methods and approaches in 6-7 year old children in terms of basic and additional forms of learning and follow-up
Summary
Simultaneity, multicolor, multi-layered experiences are typical for the child of the XXI century, without being typical for the adults who determine the child's environment. The enrichment of cognitive skills is an optimal opportunity for children to master creative techniques in a system of creative tasks, which are given to children through games, intellectual cards, algorithms of situations and help to create the qualities: curiosity and discovery; creativity and experimentation; confidence and will; According to Tsv. Kamova, founder of Red Paper Plane education with a mission, the method "design thinking" is a combination of empathy for the person and the context of the problem, creative approach to the search for ideas and rationality in analysis, and selection of solutions. Founder of Red Paper Plane education with a mission, the method "design thinking" is a combination of empathy for the person and the context of the problem, creative approach to the search for ideas and rationality in analysis, and selection of solutions It is a broad-spectrum methodology and a radical approach that focuses on children's experiences and experiences. "design thinking" involves two processes of thinking and creating. [6] We stimulated children's "thinking" and "creating" by guiding them: 1. to think visually; 2. to have lateral thinking - skipping; 3. observe only deterministic restrictions; 4. set boundaries set by context
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