Thinking In Preschool Children Research Articles

Формирование логического мышления у старших дошкольников с тяжелыми нарушениями речи на основе информационной теории развития психики Л.М. Веккера

<p style="text-align: justify;"><strong>Objectives. </strong>Contemporary methods of development of logical thinking in preschool children with severe speech disorders (SSD) help to smooth out problems of academic failure at school and social disadaptation. A program for the development of verbal and logical thinking in senior preschool children with SSD was tested. The program was based on the information theory of mental development by L.M. Vekker.</p> <p style="text-align: justify;"><strong>Methods. </strong>The implementation of the experimental program for the development of logical thinking included the creation of psychological and pedagogical conditions: modeling of surrounding relationships and processes; consistent introduction of models of different levels of concretization of the abstraction; creation of problem situations between surrounding objects and phenomena. The study involved children with a diagnosis of SSD (7 boys, 2 girls) aged 6 to 7 years (M = 6.5), attending a preschool educational organization. To identify “deficits” of verbal-logical thinking in children with speech disorders, a group of children without speech disorders (4 boys, 5 girls) of the same age (M=6.5) was used. Two measurements were taken — before and after the implementation of the formative program. To diagnose the parameters of verbal logical thinking, the “Methodology for studying the level of children’s readiness for school” by L.A. Yasyukova was used.</p> <p style="text-align: justify;"><strong>Results</strong>. Comparison of the indicators of the level of development of thinking in children with speech disorders with the results of children without speech disorders at the first stage of the study showed differences (p≤0.01) in the following parameters: speech and visual classifications, abstract thinking. At the second — developmental — stage, a positive shift at a reliable statistical level occurred in the parameters of the methodology: speech analysis-synthesis (p≤0.05), selection of antonyms (p≤0.05), speech analogies (p≤0.01), speech classifications (p≤0.01), visual analysis synthesis (p≤0.01), visual classifications (p≤0.01).</p> <p style="text-align: justify;"><strong>Conclusions</strong>. The results of the study showed that children with speech disorders have learned to use symbolic and speech models to understand logical relationships at the level of visual-effective and visual-figurative thinking. According to the indicator visual analysis-synthesis, children with speech disorders demonstrated results even higher than children without speech disorders. Work is planned to further replenish the children’s vocabulary, to include in the program a set of training in different types of judgments and conclusions.</p>

Developing Creative Thinking in Preschool Children: A Comprehensive Review of Innovative

<p style="text-align:justify">The ability to think creatively has a vital role in the development of preschool children. This research provides a comprehensive review of innovative approaches and strategies for developing creative thinking in preschool children based on current trends and methodologies used in educational settings. This research shows three significant areas: (a) creative thinking skills in preschool children, (b) factors influencing creative thinking skills in depth, and (c) innovative strategies and approaches to stimulate creative thinking abilities in preschool children. This research uses a literature study method assisted by the publish perish application to find reference sources related to creative thinking abilities in preschool children. Studies show that creative thinking abilities in preschool children enable them to find innovative solutions, help them adapt to challenges, foster self-confidence and courage, and enrich their experience and knowledge of the world around them. Meanwhile, preschool children's creative thinking abilities are influenced by collaboration from the external environment (parents, teachers, and society); providing support and examples for children to develop and stimulate their creative thinking skills is very important.</p>

DEVELOPMENT OF CREATIVE THINKING OF CHILDREN FROM PRESCHOOL 5-7 YEARS OLD THROUGH KARAKALPAK FOLK TALES AND CHILDREN'S SONGS

This article tells about creative thinking of preschool children from 5-7 years old through dark folk tales and children's songs, creating multimedia fairy tales, mobile applications and their educational significance.

Формування дослідницьких умінь майбутніх вихователів ЗДО у процесі виконання навчальних завдань

The article examines scientific approaches to the implementation of a relevant component in the content of the professional training of future teachers of preschool education institutions – mastering pedagogical techniques in general and research skills, in particular, during their studies in higher education institutions. An attempt was made to consider research skills as pedagogical abilities, which are formed in the process of mastering the content of the educational components of professional training in the specialty 012 “Preschool education”. The importance of studying the methodology of scientific research by students is emphasized, since search and research activity is an important factor in the formation of critical thinking of preschool children, as well as their assimilation of the content of professional psychological and pedagogical knowledge as a whole complex, however, and specific methods of their education and upbringing, which serve for future educators as the basis for the formation of their research skills. The scientific principles and current approaches to the development of the individual style of the teacher’s professional activity are presented in the perspective of his activity in classes in accordance with the content of the current programs of professional education. Ways to increase the effectiveness of students’ cognitive activities and their preparation for organizing appropriate activities with children of different age groups are outlined in order to acquire knowledge, develop research behavior skills, organize independent search actions, as well as master the skills of independently organizing the search for interesting information in the natural environment and in specially created conditions. It has been proven that the research skills of the future teacher of special education are formed on acquired theoretical knowledge, practical skills and skills in various types of pedagogical practice in special education and are characterized by reflexivity, multi-functionality, structural integrity and positive motivation.

PEDAGOGICAL TOOLS FOR THE DEVELOPMENT OF THE FUNDAMENTALS OF CRITICAL THINKING IN PRESCHOOL CHILDREN IN THE PROCESS OF GETTING TO KNOW THE NATURAL ENVIRONMENT

The article, based on the analysis of scientific sources and own research, examines the problem of forming the foundations of critical thinking in preschool children. The regulatory and legal framework for the organization of the educational process in the preschool education institution has been analyzed. Despite the urgency of the problem of forming the foundations of critical thinking in preschool children, there is a contradiction in the possibilities of using pedagogical techniques for the development of critical thinking and the unpreparedness of educators for the specified activity. The purpose of the study is to update the problem of the development of the basics of critical thinking in preschool children in the process of familiarization with the natural environment; to systematize and characterize the pedagogical techniques for the development of the mentioned phenomenon in preschoolers. Research material and methods: theoretical analysis of scientific literature and normative documents, comparison, observation, methods of mathematical statistics. Research results. Differences in the concepts of "ecological competence" and "natural-ecological competence" are defined. The main characteristics of a person with developed critical thinking are highlighted. Techniques for developing the basics of critical thinking in preschool children during familiarization with the natural environment are systematized and characterized. A study was conducted among educators in the city of Zhytomyr and the region regarding the effectiveness of techniques for developing the basics of critical thinking in preschool children and the list of techniques that practicing teachers use in the educational process. The practical significance of the study is that innovative methods ("Colored words", "Picture gallery", "Prediction tree", "Geocoder", "Fishbone") have been identified and described, which can be used to develop the basics of critical thinking in preschool children in the process of familiarization with the natural environment. The use of innovative methods in the educational process of a preschool institution contributes to increasing motivation to learn new things and stimulating thinking.
 Further research of this problem will be focused on the study of the level of development of the basics of critical thinking in older preschool children based on the results of the introduction of educational methods into the educational process of older preschool children. Conclusions. The organization of the educational process in the preschool education institution with the introduction of pedagogical methods will allow to develop the basics of critical thinking in children, which will contribute to increasing their motivation to learn new things, analysis of events and their evaluation, making thoughtful, balanced decisions, choosing an active life position.

DEVELOPMENT OF UNCONVENTIONAL AND LOGICAL THINKING IN PRESCHOOL CHILDREN

DEVELOPMENT OF UNCONVENTIONAL AND LOGICAL THINKING IN PRESCHOOL CHILDREN

A Comparative Test of Creative Thinking in Preschool Children and Dolphins

Creativity is considered one aspect of intelligence. Including creativity allows for more room for expression (e.g., participants can respond with movement instead of written or verbal responses) than in standard intelligence assessments. The Torrance Tests of Creative Thinking (TTCT; Torrance, 1974) are the leading method of assessing creative abilities in school-aged humans and above. To assess creativity in young humans and nonhuman animals, modifications must be made to facilitate nonverbal responses. In the current study, a cross-species comparison was conducted between preschoolers and bottlenose dolphins to examine responses to a modified creativity task in which both species were trained to demonstrate non-repeated behaviors to an “innovate” prompt. The resulting behaviors for the first test session were coded for fluency (number of non-repeated behaviors demonstrated), originality, and flexibility (low, moderate, or high activity level). Children and dolphins produced a similar number of non-repeated behaviors during individual test trials and also had similar originality scores. Related to flexibility, dolphins displayed more low energy activity levels compared to the children. Given the limited understanding of creative abilities in animals and young children, this comparison using a modified version of the TTCT offers exciting possibilities. These results could provide further evidence of similarities in cognitive processes for humans and nonhuman animals.

The influence of digital educational games on preschool Children's creative thinking

Age is an important factor affecting the development of creative thinking, and digital educational games have great potential in the training of creative thinking for preschool children. However, the effect of digital educational games on the creative thinking of preschool children of different ages is still unclear. In this study, a digital educational game “Thinking Paradise” was specially developed as a training method for preschool children's creative thinking. Including 11 different types of mini-games from 5 different creative thinking forms to train preschool children's creative thinking. 102 children aged 3–6 were divided into 3 groups according to their age, G1 (3–4 years old, N = 34), G2 (4–5 years old, N = 34), G3 (5–6 years old, N = 34). All children were asked to complete the training in the classroom, using a pre-post test design to examine the effects of this digital educational game training on creative thinking. The digital Torrance test is used for pre-test and post-test measurement and is evaluated by five indicators: fluency score, detail score, original score, anti-block score, and title score. The results showed that all indicators of the children after training were significantly improved, and the experiment proved that this digital educational game training could effectively improve the creative thinking of preschool children. Training had different effects on preschool children of different ages, and there were significant differences in the improvement of fluency scores, title scores, and anti-block scores in different age groups. The fluency score of the 3-4-year-old group was significantly improved, and the total score improvement score was close to the maximum value. At the same time, the training significantly improved the title score and anti-block score of the 5-6-year-old children. This study expands on existing knowledge about creative thinking in preschool children, highlighting the need to focus on age differences when using digital educational games to train preschool children's creative thinking. This study can also provide valid evidence for the development of digital educational games in preschool children.

FORMATION OF ENGINEERING THINKING OF PRE-SCHOOL CHILDREN AS A GUIDELINE OF DIDACTIC TRAINING OF FUTURE MASTERS OF PRE-SCHOOL EDUCATION

In recent years, scientific journals emphasize the problem of quality training of future teachers in higher education in general and future masters of preschool education in particular. The results of the study of domestic and international experience convincingly prove that the professional training of future masters of preschool education should be based on teaching modern preschool children belonging to the generation of Alpha children, which are characterized by clip thinking, inability to concentrate, need to visualize information, value other information using digital technologies, etc. The article is devoted to the analysis of the theoretical foundations of didactic training of future masters of pre-school education on the formation of engineering thinking of pre-schoolers. The purpose of the article is a thorough theoretical and methodological analysis of the relevance of the process of didactic training of future educators of pre-school education in the master’s program as a guide to the formation of engineering thinking of preschoolers. The following theoretical research methods were used in the work: analysis, synthesis, comparison, generalization, theoretical methods related to the study of scientific literature, periodicals. The article offers substantiation of the problem of professional training of future masters of preschool education, relevance of engineering thinking of preschool children, highlights teaching methods and didactic tools aimed at training future masters of pre-school education in the educational process of higher education to form engineering thinking of pre-school children. The publication summarizes the goals and principles of application of the proposed methods and technologies, and offers a number of recommendations that, in our opinion, will improve the educational process of higher education institutions and the quality of training of future educators by introducing innovative forms and methods of teaching preschool children.

Формування логічного мислення дітей старшого дошкільного віку засобами логіко-математичних ігор

The article is devoted to the theoretical substantiation and experimental verification of the methods of forming the thinking of senior preschool age by means of logic-mathematical games.The analysis of the researched problem is carried out, the essence of concepts “thinking”, “formation of thinking of children of senior preschool age” is found out, their features are revealed. Thinking of the child of preschool age is interpreted as indirect and generalized reflection of reality phenomena, natural connections and relations between them. The criteria (cognitive, speech and regulatory) and levels of formation of thinking of preschool children in modern conditions are specified. The peculiarities of the use of logic-mathematical games for the purpose of development of thinking of preschool children in the conditions of preschool education institution are characterized.A set of didactic games and exercises for the formation of logical thinking of children of senior preschool age has been developed. The method of its use has been substantiated. It is determined that the effectiveness of the method will be ensured under the following pedagogical conditions: creation of a positive, emotionally-saturated atmosphere during the educational activity; use of various teaching aids (didactic, plot-didactic, logical-mathematical games and developmental exercises, fiction, folklore, innovative pedagogical technologies, etc.); implementation of a personality-oriented model of education; development of cognitive mental processes (sensation, perception, attention, imagination, memory, thinking and speaking), self-awareness, analytical and creative abilities, as well as the formation of adequate self-esteem; stimulation of the motivational-volitional sphere.

Formation of theoretical thinking in preschool children in the cultural-historical perspective

Formation of theoretical thinking in preschool children in the cultural-historical perspective

THE USE OF ROBOTIC DEVICES IN PRESCHOOL CLASSES FOR THE DEVELOPMENT OF LOGICAL THINKING

The progressive development of all activities in society requires determination in the modernization of education. The preschool education system is affected by significant changes in the restructuring of the subject and developmental environment in preschool education. It still needs new natural and accessible solutions of the teachings methods for children. Since the basic and initial concepts are formed in early childhood, it is impossible to ignore this period of human life. One of the most important cornerstones for harmonious development is the forming of logical thinking. Under the influence of the rapid growth of the information technology industry, different software, educational devices, educational and learning toys and online environments are created in order to develop preschooler’s logical operations at the basic level. Implementing such tools will be the first basic stage in the understanding of programming and coding for preschoolers, will help to learn something new and will motivate them. Therefore, work on the development of logical thinking will become not only more interesting but also more accessible and effective. Logical thinking is the basis that develops a childʼs skills of analysis, comparison, finding a way out of problematic situations, as well as the ability to draw clear and consistent conclusions. The article presents the views of Ukrainian and foreign scientists, famous teachers on the development of thinking, logical thinking in preschool children. The main stages of development of thinking of preschoolers from birth to six years, as well as the use of robot devices “Makeblock mTiny”, “Bee-Boot”, and online environment “Code.Org” for the preschoolerʼs logical thinking development, are noticed by the authors. The study of the feasibility of using robot devices in logic development activities in preschool education takes an important place in the article. The results of this research are presented.
 Keywords: logical thinking, programming, coding, robotic devices, digital skills, educational environment, digital literacy, digital competencies

THE USE OF RIDDLES IN PRESCHOOL PEDAGOGICAL DISCOURSE AS A MEANS OF DEVELOPING METAPHORICAL THINKING

Psycholinguistic studies show that the formation and development of a metaphor in a child's speech occurs during active interaction with an adult and in various activities. It is in pedagogical discourse that, when a child and an adult interact, the latter teaches to detect similarities between different objects, demonstrating transference patterns. In all types of activity, the child's experience of replacing one object with another expands. One of the means of developing figurative thinking in pedagogical discourse is a riddle, which is, in essence, a logical task. Pedagogical discourse actively uses the riddle to achieve a discursive goal: the socialization of a new member of society. In pedagogical preschool discourse, the riddle performs various functions, the main of which are pedagogical, informative, cognitive, playful, axiological. The material for the article was the results of studies devoted to the study of the influence of riddles on the development of figurative thinking in preschool children in pedagogical discourse. As the experimental data have shown, children, composing their riddles, build metaphorical models characteristic of their age: coloristic metaphors, parametric metaphors, anthropomorphic metaphors. The pedagogical value of riddles lies in the fact that they acquaint the child with objects and phenomena, their main features, encourage a deeper delve into the meaning of verbal designation, increase thinking ability, etc. At the same time, the developing potential of riddles is determined by the possibilities inherent in them, and the forms of working with them. Each riddle solved strengthens the child's self-esteem, the desire to repeat success.

Play-based Learning Activities for Creativity in Children's Dance Movements

Play-based learning activities are important programs throughout the world of children's education. Through play, children learn creatively and constructively. This study aims to solve the problem of creativity in early-childhood dance movements with the hope that there will be an increase in aspects of fluency, flexibility and elaboration through play activities related to educational dance. This action research uses an action research method which is carried out in three cycles. The subjects in this study were 19 children aged 5-6 years in Kindergarten in Central Jakarta. Data collection was carried out through observation, interviews, field notes, video documentation and photos. The findings show every child's creativity in dance movements can be improved through playing activities. Increased creativity in dance movements occurs in the aspects of fluency, flexibility, and elaboration. Another important finding, there is an increase in the optimal ability of dance creativity in the third cycle of this action research. The implication from this research is that play activities suitable for learning creative dance in early childhood must be designed as a program that emphasizes aspects of fluency, flexibility, and elaboration.
 Keywords: Early Childhood, Creativity in dance movements, Play based learning activities

ОСОБЕННОСТИ ГОТОВНОСТИ ПЕДАГОГОВ ДОШКОЛЬНОЙ ОРГАНИЗАЦИИ К РАЗВИТИЮ ЛОГИЧЕСКОГО МЫШЛЕНИЯ ДЕТЕЙ ДОШКОЛЬНОГО ВОЗРАСТА

The article deals with the problem of professional development of preschool teachers in modern conditions, the relevance of improving competence in the development of logical thinking of preschool children. The need for teachers to master the skills associated with the development of logical thinking of preschool children is due to many factors: preparation for school, the sensitivity of the period, the importance of developing the ability to process the increasing flow of information coming from the surrounding world. When determining the content characteristics of the problem, the concept of "teacher readiness" is highlighted and the analysis of positions relative to this concept is presented. The article describes the subject content of the components of teachers 'readiness to develop logical thinking, defines the structure and criteria of teachers' readiness to develop logical thinking in preschool children, and selects methods for evaluating them.

Features of the formation of nonverbal thinking in preschool children with autism

This article reveals the features of thinking in children with autism spectrum disorders. The article summarizes the experience of studying approaches to understanding thinking in children aged 5 to 7 with autism spectrum disorders. Of interest is the described dual coding theory, the aspects of which should be the basis for the formation of thinking in children with autism. The analysis of psychological, pedagogical and specialized literature allowed us to define the concept of nonverbal thinking. Special attention is paid to the definition of criteria, indicators and the selection of methods for the experimental part of the study. The study of thinking revealed that children with autism can name objects and use them. The practical significance of the study lies in the fact that the proposed means that contribute to the formation of thinking in children aged 5 to 7 with this pathology can be used in the correctional and developmental work of teachers, teachers-psychologists, teachers-defectologists and parents who raise their children.

Aged-based differences in spatial language skills from 6 to 10 years: Relations with spatial and mathematics skills

Spatial language is the language of spatial concepts and spatial relationships. Prior research has demonstrated an association between spatial language and spatial thinking in pre-school children. However, there is limited evidence exploring age-based differences in spatial language in older childhood. This cross-sectional study has three main aims. First, we present a novel spatial language measure and show differences in spatial language performance across age groups from 6 to 10 years (N = 155). Second, having demonstrated that our measure is sensitive to age-based progression, we use regression analyses to determine relations between spatial language and performance on a range of spatial tasks (r2:1.2%–9.0%). Third, we investigate the relations between spatial language and different mathematics skills (r2:0.2%–15.4%) and propose mechanisms that may explain these associations. We discuss how these findings lay a foundation for future spatial language interventions as a novel tool which may lead to educational improvements in mathematics.

Effects of an Empirical Cognition Development Programme on the Creative Thinking of Preschool Children

Effects of an Empirical Cognition Development Programme on the Creative Thinking of Preschool Children

Methods of using oral folk creativity to shape the thinking of preschool children

Methods of using oral folk creativity to shape the thinking of preschool children

FORMATION OF VALUE ORIENTATIONS OF PRESCHOOL AGE CHILDREN: SINGAPORE - UKRAINE, COMPARATIVE ASPECT

The article is devoted to a comparative analysis of the formation of values of preschool age children in Singapore and Ukraine. The authors note that, in line with social challenges in the world, Singapore has focused on the features of successful reform of the education system in general and the preschool sector in particular. The reasons of expediency of carrying out analytical comparative research in the field of reforming of preschool education of Singapore and Ukraine are covered. An analytical review of the content of reforming Singapore's educational system in the context of studying the issue of value orientations in preschool children of Ukraine and Singapore has been made by foreign and Ukrainian scholars. And also some aspects of educational changes that have taken place in Singapore at all educational levels, and in Ukraine only in secondary education institutions. The qualitative changes necessary for the formation of a holistic value approach to the organization of the educational process in the preschool education institutions of Ukraine are highlighted: the implementation of learning through play aimed at developing not only the intellectual but also the emotional sphere and laying the foundations for the formation of key skills of the 21st century through free play and teachers' democratic approach to personality formation. The problems of reforming Singapore's preschool education and the peculiarities of public policy in addressing them are revealed. The approach of preschool education of both countries to the free play of children with the purpose of forming social competences and values of communication is analyzed. The advantages of Ukrainian preschool education in social education of preschool children are identified and changes that need to be consolidated at the legislative level are necessary for the development of key values of children. The main ones are: the creation and implementation of national programs for preschool institutions and teacher training courses / institutes. The requirements for the formation of motivation of preschool teachers and training of pedagogical workers in Ukraine, capable to provide the process of development of critical and creative thinking of preschool children on the basis of the principle of lifelong learning and upbringing through the play of personality with holistic value orientation, are distinguished.