Keyword: «robotics classes»

The system of preschool education is currently focused on the use of effective forms, methods and means of developing cooperation among older preschool children. The use of robotics classes has an impact on various aspects of the development of preschoolers, including providing ample opportunities for children to accumulate experience of cooperation with peers in the process of solving joint tasks. The purpose of the work is to consider the theoretical foundations of the organization of cooperation of older preschool children in the process of robotics classes and the development of its scientifically based pedagogical model. The theoretical methods used were the analysis of scientific and pedagogical literature, generalization and systematization of the results of scientific research, as well as pedagogical modeling. The methodological basis of the research was made up of systematic, personality-oriented and activity-based approaches; principles of cooperation: flexibility, continuity, tolerance and consideration of mutual interests. In the course of the research, the content and structure of robotics classes with various robotic devices are revealed; situations of development of cooperation of older preschool children during robotics classes are proposed; the pedagogical model of organizing cooperation of older preschoolers in the course of robotics classes is theoretically substantiated. The research material provides an opportunity to develop diagnostic tools and build measurement procedures.

In the modern information society, saturated with diverse data and many points of view, the role of critical thinking in the intellectual development of primary school children is becoming more relevant and significant. Critical thinking is necessary in situations of choice and decision-making, understanding forecasts and interpreting information, evaluating different opinions and points of view. The purpose of the work is to consider the theoretical foundations of the development of critical thinking of primary school children in the process of robotics classes and the development of a scientifically based pedagogical model. Theoretical methods: study of philosophical, psychological, pedagogical and methodological literature on the problem under consideration, theoretical analysis, synthesis of existing research on this topic, modeling and forecasting. The methodological basis of the study included: synergetic, convergent and environmental approaches. In the course of the study, a pedagogical model for the development of critical thinking in the process of robotics classes was theoretically substantiated. The research material provides an opportunity to develop diagnostic tools and build measurement procedures.

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.