Keyword: «primary school children»

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.

The relevance of this study stems from society's strategic demand for the early training of engineering personnel and the identified contradiction between the stated goal of developing the foundations of engineering thinking and the dominant reproductive practices in robotics classes in primary schools. The aim of this article is to present a scientifically substantiated and experimentally tested technology for developing the foundations of engineering thinking in children aged 7–11 in robotics classes. The methodological framework consists of three complementary approaches: synergetic (ensuring nonlinearity and self-organization of activity), convergent (determining interdisciplinary integration of knowledge), and environmental (determining the organization of a rich technical environment). Their integration allows us to consider the process of developing the foundations of engineering thinking as an open, self-developing system in which the child is an active participant. Key results: An original technology was developed, the structural elements of which are a taxonomy of engineering problems (four levels of complexity: from software to intellectual) and a universal eight-stage activity cycle ("Explore" → "Share"), differentiated for students in grades 1–2 and 3–4. The taxonomy determines a trajectory of increasing content complexity, and the cycle determines an algorithm for activities in each lesson, including research, idea generation, prototype creation, its improvement, group discussion, and reflection. A pilot experiment (n=64) demonstrated the statistically significant effectiveness of the technology: in the experimental group, in contrast to the control group, a steady increase in goal-setting, solution variability, and reflection was recorded (p < 0.01). Qualitative analysis confirmed the students' transition from a performing position to a creative one. The theoretical significance lies in the operationalization of the "foundations of engineering thinking" concept for primary school students and the pedagogical interpretation of methodological approaches, which contributes to the theory of developmental learning. The practical significance lies in the creation of a ready-to-implement methodological design tool for teachers, including a process algorithm, a system of principles, a tool for designing learning content, and diagnostic materials, ensuring the reproducibility of results in widespread practice.

The article addresses the issue of insufficient development and applicability of psychological and pedagogical support programs. A comparative analysis of data and an assessment of the effectiveness of the support program are provided. Parents were given recommendations on avoiding harsh educational practices and actively participating in their child’s life. The comparative analysis showed pronounced positive dynamics. Children at risk were identified. The diagnostic results served as the basis for developing individual support routes. A comfortable educational environment was created. The children’s position in the group improved, indicating an increase in communication skills and a decrease in hostility within the team. The levels of aggression, anxiety, and maladjustment significantly decreased. The level of social integration and emotional comfort increased. The gap between self-perception and social expectations narrowed. Children developed a more stable and confident self-image.