Keyword: «критическое мышление»

Project activities in kindergarten play a key role in the educational process, fostering the development of critical thinking, creative abilities, and collaboration skills in children. Involving parents in joint projects creates unique opportunities for interaction and experience exchange. This article discusses the importance of selecting relevant topics, methods for organizing project activities, and examples of successful projects. It emphasizes the significance of a supportive atmosphere for the successful implementation of projects, which contributes not only to the educational development of children but also to strengthening the bonds between children, parents, and educators.

The article discusses the relevance of developing soft skills in preschool children in the context of modern requirements for education. The article substantiates the effectiveness of using algorithms as a tool for the formation and development of key soft skills, such as communication, cooperation, critical thinking, and creativity. It presents specific examples of creating and applying algorithms in various activities of preschoolers. Special attention is given to the role of the teacher in organizing the process of algorithmization and evaluating the results of soft skills development.

This article examines the important issue of developing critical thinking in combination with creative thinking. Techniques for developing critical thinking in the education system are discussed.

The article discusses the role of STEM projects in mathematics in the development of critical thinking among students. This approach allows students not only to better assimilate educational material, but also forms important skills for them to analyze, argue and make independent decisions. Examples of mathematical projects are given. The authors explain how this activity contributes to the development of critical thinking. The importance of including STEM elements in the process of studying mathematics is emphasized.

The article systematizes the theoretical and practical aspects of project-based activity for children and adolescents. It presents the stages of the project cycle, age-differentiated planning (7–18 years), role distribution within the team, as well as monitoring algorithms and multi-component assessment of outcomes. The transformation of the teacher's role from controller to facilitator is substantiated. Tools (start-lists, rubrics, checklists) are offered for use in school and supplementary education.