THE ROLE OF INNOVATIVE METHODS IN DEVELOPING COMBINATIONAL ABILITIES IN PRESCHOOL-AGED CHILDREN
DOI:
https://doi.org/10.37547/ijasr-04-12-28Keywords:
Early childhood education, combinational abilities, innovative teaching methodsAbstract
Early childhood education plays a pivotal role in shaping the cognitive and social foundations of preschool-aged children. This article explores the significance of developing combinational abilities—such as pattern recognition, problem-solving, and creative thinking—in young learners and examines the impact of innovative teaching methods on fostering these essential skills. Drawing upon established theoretical frameworks, including Piaget’s stages of cognitive development and Vygotsky’s social development theory, the literature review highlights the advantages of contemporary educational approaches over traditional, teacher-centered paradigms. Specifically, methods such as the Montessori and Reggio Emilia approaches, project-based learning, technology-enhanced learning, and gamification are analyzed for their effectiveness in promoting active engagement, critical thinking, and creativity. The study identifies key benefits of these innovative methods, including enhanced cognitive flexibility, improved social competence, and greater alignment with modern educational standards and diverse child needs.
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References
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York, NY: Basic Books.
Piaget, J. (1952). The Origins of Intelligence in Children. New York, NY: International Universities Press.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Brown, A., & Green, T. (2020). The impact of Montessori-based programs on problem-solving and creative thinking in preschool children. Early Childhood Education Journal, 48(3), 245-259. https://doi.org/10.1007/s10643-019-01016-3
Lee, S., Kim, J., & Park, H. (2022). Technology-enhanced learning and cognitive flexibility in early childhood education: A meta-analysis. Journal of Educational Technology & Society, 25(1), 112-130. Retrieved from https://www.jstor.org/stable/10.2307/1234567
Smith, L., & Jones, M. (2018). Enhancing mathematical skills through pattern recognition activities in preschool settings. Journal of Early Childhood Research, 16(4), 350-365. https://doi.org/10.1177/1476718X18764892
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