Keywords
reflective activity,
preschool education,
exploratory learning, cognitive development,
play-based learning, reflective skills,
pedagogical innovation
How to Cite
Abstract
The purpose of this study is to determine the effectiveness of quest-based learning technologies in developing reflective activity among preschool children. The research employed observation, interviews, and questionnaire surveys, involving 38 educators and children from different age groups. The findings revealed the presence of socio-emotional adaptation difficulties, low self-confidence, fear of making mistakes, and insufficient development of cognitive processes among children. The limitations of traditional teaching approaches were identified, as the majority of learning outcomes remained at an average level. The results of the experimental work confirmed that activities based on quest technology effectively enhance exploratory learning, independent thinking, and reflective skills in children. It is concluded that quest-based learning represents an innovative pedagogical approach that integrates play and learning, and serves as an effective tool for fostering reflective activity in preschool education.
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