Promoting Self-Directed Learning in the Context of Natural Science Education in Preschool

Abstract

We live in a world of rapid social and economic change, which requires regular renewal and improvement of knowledge, skills, and attitudes. Therefore, in the context of lifelong learning, the ability to learn and manage one's learning is particularly important. The promotion of self-directed learning should be given attention from the pre-school age. Self-directed learning is an approach to learning in which children are actively involved in their learning, taking responsibility for various aspects of their learning. As various technologies are introduced and used more and more nowadays, one of the possibilities to diversify the learning process and promote the development of self-directed learning skills in children is to use educational technologies. In the research, the theoretical regularities of self-directed learning have been investigated, play activities have been developed and approved in the field of natural science education, using the programmable floor robot. Research methods are analysis of scientific and methodical literature, observation of children's activities and assessment of play activities, and data processing in the SPSS program. The research has been applied to the promotion of self-directed learning in the field of natural science in the second age stage of preschool children. Integrating educational technologies into the learning process creates an effective learning experience for children, and strengthens their curiosity and joy of science. Promoting self-directed learning in natural science learning in preschool is an essential aspect that helps children actively engage in the learning process and develop their knowledge and skills in the field of natural science. Such an approach gives children the opportunity to explore the world around them by themselves, promoting curiosity and interest in nature and its processes.