Abstract
The paper gives backed-with-arguments reasons for systematic and purposeful facilitation of children’s cognitive development through adequate didactic tools guaranteeing the quality of future interactive learning. The theoretical knowledge of the phenomenological parameters of pedagogical facilitation in the discourse of early childhood education is supplemented. Emphasis is placed on the need to apply technologies facilitating the development of children’s competencies to explore environment as a children’s sovereign right to actively acquire knowledge in the context of subjective valuable meaningful activities. Role models for expanding the intellectual capacity of the growing individuality, significant for the professional daily life of teacher facilitators, are specified.
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