Keyword: «modular approach»

The article reveals the synthesis of scientific approaches: andragogical, competence-based and modular, which is the methodological basis of the system of continuous professional development of scientific and pedagogical staff of the University. The main pedagogical principles of building this system are defined: continuity, diversification, synergetic principle; principles of democracy, reflexive management of professional training, the principle of communicative partnership and cooperation; facilitation, joint activity and Dialogic communication, electivity.

Promising areas of development for modern Russian society include information technology and digitalization, the development of solutions based on artificial intelligence, research and development of new materials and nanotechnology, biotechnology in medicine and agriculture, development of renewable energy sources and increased energy efficiency in industry and construction, development of the space industry, etc. Undoubtedly, deep fundamental knowledge and practical competences, a high level of mental cognitive processes development, interest and motivation for studies in the field of natural sciences are necessary to work in the specified areas, and the desire for self-development and self-realization in the context of the technosphere is ensured by the creation of a system of continuous STEM education, starting from preschool childhood. This direction refers to an approach to learning that integrates four areas: science, technology, engineering and mathematics. In this regard, the multi-component and integrated nature of STEM education creates a basic foundation for the use of a modular approach when initiating students into various areas of science and technology, mathematics, engineering, physics and other sciences that have an impact on a wide range of professions. The aim of this article is to characterize and describe effective educational practices for using the opportunities of a modular approach in STEM education for children aged 5-7 years. The study utilized a combination of theoretical and empirical research methods. Theoretical methods were used to analyze research on science education in Russia and abroad, the organization of STEM education in preschool educational institutions, modular technologies, which made it possible to identify the relevance and necessity of finding optimal solutions in this aspect and a more detailed study of the conditions for implementing a modular approach in STEM education for preschoolers. The use of empirical methods provided material for the analysis of effective practices in STEM education for preschool children using the latest scientific advances. The structural and functional model of STEM education proposed in the article was tested at the Pelican Educational Center of the Mordovian State Pedagogical University named after M. E. Evseviev. The theoretical significance lies in clarifying the understanding of the modular approach and the specifics of its implementation in STEM education of preschoolers. The practical significance of the obtained results lies in the possibility of their use in the design and organization of additional education for preschool children in the field of STEM.