Developing Time Representation Skills in Pre-schoolers and Early Schoolchildren Through Robotics

The study's relevance is due to the need to improve the methods of forming temporal representations in pre-schoolers and younger schoolchildren, which plays a fundamental role in developing cognitive abilities and organizing their daily activities. Modern educational technologies, particularly robotics, provide additional opportunities for mastering time categories in a visually compelling form. The authors of this article pay special attention to the creation of a systematization of options for using robotic tools during the formation of time representations in preschool and primary school-age children. This systematization was based on analyzing modern psychological and pedagogical literature on the research problem. The empirical part of the study aims to identify the impact of robotics classes on the development of time representations in pre-schoolers and younger schoolchildren. The research subject is forming time representations in pre-schoolers and younger schoolchildren through robotics. The methodology is based on a comprehensive approach presented by a theoretical analysis of psychological and pedagogical concepts of the development of temporal thinking and empirical methods (observation, experimental modeling). The novelty of the work lies in substantiating the role of the characterized technique as an effective tool for forming basic time categories in children, which expands the understanding of methods of cognitive development at an early age. The results of an empirical study have shown that conducting educational classes based on robotics positively affects the development of time representations and search planning skills in preschool and primary school-age children. Using the studied resources helps to understand the sequence of events, cause-and-effect relationships, and the duration of time intervals. The results show that using robotic technologies not only increases the effectiveness of knowledge acquisition but also develops cognitive abilities. This makes the described method significant in psychological and pedagogical practice.

sensorimotor experience, robotics, planning, learning, methodology, cognitive development, junior high school student, preschool child, time, technology