FORMING ELEMENTS OF DESIGN THINKING IN OLDER PRESCHOOL CHILDREN DURING DRAWING CLASSES

Abstract

The article is devoted to the topical issue of developing design thinking in older preschool children in the context of preschool educational institutions. The relevance of the study is determined by modern requirements for the development of a creative, proactive child personality capable of creative thinking, independent decision-making, and elementary design. Particular attention is focused on drawing classes as one of the most accessible and effective types of visual activity for the development of design thinking in preschoolers. The work analyzes scientific approaches to the interpretation of the concept of «design thinking» in psychological and pedagogical research and identifies its main structural components in older preschool children, in particular: the ability to see a problem, form an idea, select artistic means in accordance with the set goal, combine form and color, and evaluate the result. The pedagogical potential of drawing classes in the formation of these components of design thinking is substantiated. The pedagogical conditions for the effective formation of elements of design thinking in older preschool children have been outlined, including: the creation of a creative and developmental environment, the use of problem-solving and creative tasks, a focus on independence and variability in children's decisions, and encouragement of verbal discussion of ideas and results. Examples of creative drawing tasks aimed at developing the skills of image planning, selection of art materials, and means of expression are provided. It is concluded that the purposeful and methodically justified use of drawing classes contributes to the effective formation of elements of design thinking in older preschool children and has a positive effect on their artistic, aesthetic, and creative development.