ANALYSIS OF THE PEDAGOGICAL CONDITIONS FOR DEVELOPING DESIGN-BASED PROJECT COMPETENCE IN PRESCHOOL CHILDREN WITHIN THE CONTEXT OF EDUCATION AND UPBRINGING

Abstract

This article investigates the significance of a design-based educational environment in fostering project competence among preschool children. The study analyzes both open and subject-enriching components of the learning environment, alongside the methodological foundations of design-based pedagogy. The findings highlight the effectiveness of this approach in promoting children's creative thinking, autonomy, and social adaptation skills.