Development of intellectual abilities of preschool children by means of STEM education

Svitlana Dotsenko
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Abstract

The article is devoted to the study of the concept of intellectual abilities of preschool children. It is determined that intellectual development is understood as a set of quantitative and qualitative changes that occur in the cognitive mental processes of a child under the influence of the child’s environment and own experience. The core of intellectual development is mental abilities. It is emphasized that the devel- opment of intellectual abilities occurs in various types of preschoolers’ activities: play, construction, and learning activities. The influence of STEM education on the development of preschool children’s intellectual abilities is investigated. It is proved that the use of STEM education contributes to the creation of a model of educational environment for the development of prerequisites for scientific and technical creativity and intellectual activity of preschoolers, variability of the content of the educational process in the group, which makes it possible to take initiative and independence in various activities. To achieve this goal, such research methods as analysis and generalization of philosophical and psychological-pedagogical literature, state documents on preschool education were used to determine the terminological field of the study. The classification and generalization of existing practical developments and own pedagogical experience in the implementaƟon of STEM education in the educational process of preschool education institutions are applied. Effective methods and means for the development of students’ intellectual abilities are substantiated: robotics, construction, mental arithmetic, logical tasks, experiments, research, etc. It has been established that STEM educaƟon has a positive impact on the development of a child’s cognitive processes: perception, memory, thinking, speech, imagination. The need to create appropriate curricula, laboratories, and centers for the development of STEM skills in preschoolers is emphasized.
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STEM教育对学龄前儿童智力发展的影响
本文是对学前儿童智力概念的研究。我们确定,智力发展被理解为在儿童的环境和自身经验的影响下,在儿童的认知心理过程中发生的一系列定量和定性变化。智力发展的核心是心理能力。它强调智力能力的发展发生在各种类型的学龄前儿童的活动:游戏,建设和学习活动。研究了STEM教育对学龄前儿童智力发展的影响。事实证明,STEM教育的使用有助于创造一种教育环境模式,为学龄前儿童的科学和技术创造力和智力活动的先决条件的发展,群体中教育过程内容的可变性,这使得在各种活动中采取主动和独立成为可能。为了实现这一目标,本研究采用了哲学和心理教育学文献、学前教育国家文件等分析和概括的研究方法来确定研究的术语领域。运用学前教育机构在教育过程中对现有STEM教育实践发展的分类和概括以及自身的教学经验implementaƟon。提出了发展学生智力的有效方法和手段:机器人、建筑、心算、逻辑任务、实验、研究等。已经确定STEM educaƟon对儿童认知过程的发展有积极的影响:感知、记忆、思维、语言、想象。强调需要创建适当的课程、实验室和中心,以发展学龄前儿童的STEM技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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