Krasheninnikov E.E., Krasheninnikov-Khait E.E. The Possibilities of Using Problem Situations in Working with Preschoolers

Received: 05/28/2020

DOI: 10.24411/1997-9657-2020-10077

Keywords: problem situation creative thinking preschool children structural and dialectical approach dialectical psychology

To cite this article:

Krasheninnikov E.E., Krasheninnikov-Khait E.E. (2020). The possibilities of using problem situations in working with preschoolers. Preschool Education Today. 4:14, 23–33 (in Russian). DOI: 110.24411/1997-9657-2020-10077

This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)

2020, 4

Evgeny E. Krasheninnikov-Khait
Junior researcher of Institute of Systemic Projects, Moscow City University, Moscow, Russia

Eugeny E. Krasheninnikov
Cand. Sci. (Psychol.), Leading Researcher, Child Development Laboratory, Research Institute of Urban Studies and Global Education, Moscow City University, Moscow, Russian Federation

Abstract

The article is devoted to the practice of using problem situations for educational purposes when working with preschoolers. Currently, problem situations are more often used in the education of schoolchildren or adults, although studies demonstrate that preschoolers have the necessary prerequisites for the perception of ambiguous problems that do not have a direct answer, and their subsequent solution. The article analyzes studies that demonstrates the ability of preschool children to understand scientific problems, formulate hypotheses, and operate with the opposites. The ability of preschool children to solve problems without a direct answer and with ambiguous conditions in other ways than an adult solves them is considered not as a lower level of thinking than an adult, but as a specific form of thinking that works according to its own laws, but allows you to effectively achieve a new, creative result. Research shows that problem situations is an effective tool for the development of children’s thinking, in particular, studies of the Russian scientific school of dialectical psychology (structural-dialectical approach) present an idea about the value of judgments and reflections of a preschool child for his/her development, as well as for an adult who is in interaction with him.

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