Russian Federation
The relevance of this article stems from the need to develop a comprehensive scientific framework that allows us to consider early engineering creativity (EEC) in older preschool-age children and primary school students not as a separate set of pedagogical practices, but as a stage in the development of engineering thinking within the framework of continuous engineering education. A conceptual model of EEC is proposed that integrates thought processes, a value component, and the actual forms of children’s activity. The structure of the substantive core of EEC and its role in ensuring the holistic development of children’s engineering thinking are examined. A matrix of engineering thinking development directions is proposed as a tool for didactic engineering, enabling the design of a pedagogical environment and the assessment of children’s thinking dynamics. The author demonstrates that a child’s early interest in creating, experimenting, searching for solutions, and explaining what is happening is not a random set of activities, but a natural foundation for a future engineering way of thinking.
integrative model for continuous engineering education; early engineering creativity; engineering thinking; didactic engineering; content core of early engineering creativity; engineering thinking development matrix (children aged 5–10)
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