EFFECTIVENESS OF A METHODOLOGY FOR USING TECHNOLOGY TO DEVELOP CRITICAL THINKING IN PRESCHOOL CHILDREN'S COGNITIVE PROCESSES

This study examines the effectiveness of a pedagogical methodology for developing critical thinking in the cognitive processes of preschool children aged 6 –7. The purpose of the research was to identify the pedagogical conditions and instructional strategies that support the formation of critical thinking in preparatory groups of preschool educational institutions. The study was based on a qualitative and naturalistic approach and employed classroom observation, document analysis, interviews, and diagnostic methods assessing logical thinking, communication, reasoning, and volitional behavior. The findings showed that preschool children initially demonstrated limited abilities in independent thinking, argumentation, analysis, and expression of personal viewpoints. The implementation of an author-designed training and play-based program over a ten-month period produced positive changes in the experimental group compared with the control group. The study concludes that systematic pedagogical support, the use of targeted developmental methods, and the active role of educators are essential for fostering critical thinking in preschool children.

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