STEM education, STREAM education, making, development, preschool children, research activity, natural and ecological competence


The article emphasizes the importance of STREAM-education in the development of the young generation. The regulatory framework in the context of the introduction of STREAM-education elements in preschool education institutions is analyzed. The difference in the essence of the concepts STEM, STEAM, STREAM-education from the position of interdisciplinary and applied approaches in education based on the unification of various sciences with the aim of forming innovative, critical thinking in the young generation and developing the creative potential of each his/her has been established. Even though the issue of organizing the educational process of preschool children on the basis of STREAM education is relevant, the problem of implementation and training of educators for this work has not been sufficiently studied. The purpose of the research is to analyze the essence of STREAM-education in the development, formation of competences of preschool children and the peculiarities of the training of future teachers of special education in the educational environment of the university before the implementation of STREAM-education; study of the level of preparedness of pedagogues-practitioners of early childhood education for the organization of STREAM-education of preschool children; substantiation of making as a tool for the implementation of STREAM-education in the formation of natural and ecological competence of preschool children. Research material and methods: theoretical analysis of scientific literature and normative documents, comparison, observation, methods of mathematical statistics. Research results. The differences in the concepts of STEM /, STEAM /, STREAM-education are clarified. The main advantages of the formation of basic competences and, in particular, natural and ecological competences in preschool children in the process of implementation of STREAM-education in primary education have been determined. The peculiarities and potential of the application of maker craft in the formation of natural and ecological competence of preschool children in the process of STREAM education are highlighted and described. An analysis of the educational programs of the Higher Secondary School of Ukraine in the specialty 012 Preschool Education was carried out, and a list of selective educational components aimed at preparing future teachers of the Higher Secondary School for the implementation of STREAM education was revealed. The level of awareness and methodical training of teachers of secondary schools in Zhytomyr and the region regarding STREAM education was studied. The conditions for strengthening the process of preparing future educators for the implementation of STREAM education in the educational system are systematized and characterized. Further research of the mentioned problem will be focused on the study of the level of development of cognitive interests in preschool children based on the results of the implementation of elements of STREAM education. Conclusions. The implementation of STREAM education in the educational process of preschool children will contribute to the integration of the process of knowledge formation, acquisition of practical skills, the development of interest in exact sciences, inventive abilities, interest in construction and research, and the formation of natural and ecological competence of preschool children.


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