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.