Keyword: «fundamentals of engineering thinking»

The relevance of the research is determined by the objective challenges of our time: the acceleration of technological progress, the transition to an innovative economy and digital transformation, which exacerbate the shortage of engineering personnel. The key problem is the lack of a holistic methodological justification for developing the foundations of engineering thinking in primary school students, despite the recognition of this age as sensitive for this process. The aim of the article is to scientifically substantiate a holistic methodological complex for the effective development of engineering thinking foundations in children aged 7-11 years, integrating objective patterns, a system of complementary approaches and age–appropriate pedagogical principles. The methodological basis consists of hierarchically organized and complementary approaches: synergetic (a scientific basis explaining the nonlinearity and self-organization of the process), convergent (a theoretical and methodological strategy for integrating knowledge) and environmental (practice-oriented tactics of organizing the educational setting). Main results: a system of interrelated patterns has been identified that determine the necessity and specifics of the early formation of engineering thinking foundations; a hierarchical system of methodological approaches has been substantiated; a system of technological education principles has been identified, which serves as a practical tool for the implementation of these approaches. The key achievement is the operationalization of the complex, demonstrated through the author's original table of interrelationships of patterns, approaches, principles and components of engineering thinking. The theoretical significance lies in the integration of synergetic, convergent and environmental approaches into a single holistic model that overcomes the fragmentation of existing research. The practical significance is confirmed by the data of the pilot study, which showed a statistically significant increase in the key components of engineering thinking, and consists in providing specific guidelines for the design of educational programs and the developing environment in primary schools and additional education.