Pedagogical and Psychological Possibilities of Technological Education in Developing Constructive Thinking in Early School Age
DOI:
https://doi.org/10.5281/zenodo.18797523Ключевые слова:
primary school age, constructive thinking, technological education, learning activity, pedagogical and psychological featuresАннотация
This article provides a theoretical and practical analysis of the pedagogical and psychological potential of
technological education in fostering constructive thinking among primary school students. The study explores the psychological
characteristics of primary school age, the developmental features of learning activities, and the role of practical
and creative tasks in promoting constructive thinking within the framework of technological education. The possibilities
for developing students’ independent thinking, problem-solving abilities, modeling skills, and basic design competencies
through technological education are substantiated. The research demonstrates that technological education creates favorable
conditions for enhancing independent thinking, analytical skills, modeling, and elementary design abilities in young
learners. Through hands-on activities, project-based learning, and the integration of modern pedagogical approaches,
students are encouraged to analyze tasks, plan actions, and evaluate outcomes, thereby strengthening their constructive
and reflective thinking. The article emphasizes that the effective organization of technological education, supported by
appropriate methodological tools, significantly contributes to the holistic development of learners and improves the quality
of the educational process in primary schools. The findings confirm that technological education plays a crucial role in
shaping constructive thinking, creativity, and practical competence, highlighting its scientific relevance and practical significance
for the advancement of primary education systems.
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