Keyword: «project-based activities»

The relevance of the studied problem is determined by new requirements for future specialists and the need to develop the required competences at the stage of general education already. A lot of research works devoted to the topic of technical creativity of students testify to the high potential of their inclusion in modern educational activity. Acquiring relevant knowledge, abilities and skills that characterize technical creativity contributes to the development of both the learner as a part of the future team of engineers and the society as a whole. The organization of additional education institutions' activities in the field of technical creativity implies the study of the dynamics of students' potential abilities development, which will determine their success in future profession. The aim of the article is to present experimental data of students' technical creativity diagnostics in the system of additional education by the example of a private educational institution. In the course of the experimental part of the research, the testing method was used to determine the initial level of students’ technical creativity skills formation. Repeated diagnostics was carried out to find out their dynamics and evaluate the effectiveness of the educational program. As a result of the data analysis, the diagnostic model of technical creativity skills was formed and the conclusion about the effectiveness of the implemented educational program aimed at the development of students' technical creativity was made. There are the key categories of the assessment-diagnostic component among the formulations presented in the article, which can be applied in other research works. The result of the research work presented in the article can serve to expand the pedagogical and research potential of the additional education system, as well as its enrichment in the empirical aspect of the chosen topic, and the subsequent adaptation of the diagnostic model to other educational systems and conditions of students’ technical creativity development.

The interaction of preschool educational organizations (PEO) and families as a pedagogical problem has been relevant for many years, as generations change and, accordingly, views on education and upbringing. Currently, interest in this problem is caused by the fact that modern conditions of social development require innovative solutions for organizing interaction between participants in educational relations, since traditional forms do not always make it productive and comfortable for everyone. The aim of the study conducted and presented in this scientific article is not only to highlight the problem of interaction between PEOs and families, but also to analyze its origins and search for solutions. The research methods used were a remote survey of parents of pupils of PEO "Kindergarten No. 73" in Magnitogorsk, which was conducted via Yandex Forms. 182 parents took part in the event, the general number of respondents was 345 people. The questions in the questionnaire were closed and open. The method of observing participants in educational relationships during online meetings on the Sferum platform, preparing projects together with children under the mentorship of a teacher, as well as during an interactive quest in a preschool institution was also used. A conversation with parents organized after each event was also informative. The article proposes innovative technologies for interaction between PEOs and families of pupils, such as: a project competition developed on the basis of digital solutions, consultation on the Sferum platform, and a family interactive quest. Particular emphasis is placed on the professional competence of a kindergarten teacher, who must have not only knowledge and skills in the field of preschool pedagogy and psychology, but also digital competences that allow him/her to organize constructive interaction not only with children, but also with their parents in a kindergarten setting. Educators act not only as users of digital products and interactive equipment, but also become their developers themselves. The theoretical significance of the study lies in scrutinizing the scientific experience of interaction between PEOs and families, in generalizing existing approaches to the issue not only in Russia but also abroad, presenting the opinion of parents on the degree of their involvement in the educational process of children and effective forms of interaction. The practical significance lies in demonstrating the testing of interactive innovative forms based on the use of artificial intelligence and neural networks in project-based activities, as well as digital solutions in organizing an interactive family quest.

The relevance of the study is determined by the large-scale digital transformation of the Russian education system, reflected in the federal project "Digital Educational Environment" and the updated Federal State Educational Standards (FSES). These changes necessitate not only the technical re-equipment of schools but also fundamental pedagogical reassessment. The development of students' creative potential and creative thinking as key competences of the 21st century is of particular importance. A school student must be not only a consumer but also a creator of digital content. In this context, the integration of programming and visual arts seems to be an extremely promising field. The aim of the work is to identify, justify, and test the pedagogical conditions and methods of using the Scratch graphical programming language for the formation and development of the creative potential of school students in the context of the digital transformation of education. The key mechanism for achieving this goal is the integration of programming with the solution of creative tasks in the field of fine arts. The choice of Scratch is due to its visual block interface, accessibility, and clarity, which makes it an ideal environment for combining algorithm logic and artistic expression. The leading method was a pedagogical experiment, within which a set of complementary methods was used: project-based activities, expert evaluation of creative products according to the criteria of originality, expressiveness, and algorithm complexity, as well as statistical data processing. The assessment of the methodology showed a stable positive dynamic. A significant increase in the level of algorithmic thinking was noted: the average score in the experimental group was 8.4 against 6.1 in the control group. Students demonstrated the development of creativity, variability and non-standard approaches to visualization. A high level of motivation was recorded: 88% of students noted an increased interest in classes, linking it with the opportunity to see a spectacular result of their actions. The theoretical significance of the work lies in the systematization of approaches to the integration of programming and artistic creativity and in deepening the understanding of their relationship. The practical value consists in the development of educational tasks, project cases, and methodological recommendations for teachers. These developments can be implemented in classroom activities and the system of additional education, contributing to the development of a holistic worldview among schoolchildren, where technology serves as a tool for creativity and self-expression.