Scientific notes of the pedagogical department

Model of forming the research competence of vocational education teachers during practical training

Vladyslav Arlachov — 2026-06-30

The relevance of this theoretical study is determined by the renewal of the regulatory framework of vocational and pedagogical education, the strengthening of requirements for the quality of practice-oriented training, and the need to prepare a vocational education teacher as an agent of educational change who is capable of analysing professional and pedagogical situations, conducting pedagogical inquiry, substantiating decisions on the basis of data, and implementing local educational innovations. It has been found that contemporary studies describe individual components of research competence; however, they do not sufficiently reveal the specific features of integrating research tasks into the practical training of future vocational education teachers, particularly at the intersection of the psychological-pedagogical and sectoral-technological components of their professional activity. The purpose of the article is to theoretically substantiate and construct a model for developing the research competence of vocational education teachers during practical training and to disclose its substantive content. The study is theoretical and modelling-oriented in nature. It is aimed at constructing a conceptually coherent theoretical model that
may serve as a basis for further experimental verification. A set of interrelated theoretical methods was used, with the procedure for their application operationalised at the research design stage and presented in the article: normative analysis, targeted content analysis, comparative-pedagogical analysis, synthesis, generalisation and systematisation, and structural-functional modelling. A holistic structural-functional model is proposed, which integrates social demand, regulatory requirements, methodological approaches, pedagogical conditions, stages, criteria, and the expected result. The model comprises five interrelated blocks: social-normative, target-methodological, content-related, organisational-procedural, and diagnostic-resultative. The scientific novelty of the proposed model lies in the fact that each block consistently takes into account the dual nature of the vocational education teacher’s activity: the combination of psychological-pedagogical and sectoral-technological components, the connection between research actions and real tasks of practical training, the mentoring triangle “student – higher education institution teacher – mentor from the practice base”, and the micro-research format for testing pedagogical decisions. The system-forming characteristics of the model have been identified, namely: scientific approaches, principles, and pedagogical conditions for its implementation. In the article, practical training is interpreted not as a space for testing ready-made methods, but as a specially organised educational and research environment in which the future vocational education teacher learns to identify a problem, collect empirical data, interpret them, test pedagogical decisions, and present the results. The practical significance of the proposed model lies in the possibility of using it to update educational programmes for the training of vocational education teachers, programmes of pedagogical and industrial-pedagogical practice, individual assignments for students, methodological materials for mentors, and tools for internal monitoring of training quality, as well as for further empirical verification.

Integration of evidence-based approaches into the general biological chemistry and biological chemistry of motor activity course as a means of developing clinical thinking among students in the 17 “Therapy and rehabilitation”

Serhii Biliavskiy — 2026-06-30

This article examines the effectiveness of integration of evidence-based approaches in teaching of medical biochemistry as a means of developing clinical thinking among students majoring in 17 “Therapy and Rehabilitation” in the context of transformation of modern medical education. The relevance of this work stems from the need to transition to a competency-based learning model, implement evidence-based educational practices, and improve the quality of training for future healthcare professionals. The aim of the study was to substantiate and evaluate the impact of evidence-based approaches on the development of clinical thinking among students. The study employed the theoretical analysis of scientific sources as well as empirical methods, including surveys and comparative analysis of learning outcomes; the sample consisted of students from various courses within specialty 17 “Therapy and Rehabilitation.” The results showed that the use of interactive, problem-based, and clinically oriented teaching methods contributes to a deeper understanding of the educational material, the development of analytical thinking, and the ability to make clinical generalizations, especially among upper-level students.
It has been found that evidence-based approaches increase students’ motivation to learn and the effectiveness of their independent work. The findings indicate the advisability of implementing evidence based methods in the teaching of medical biochemistry. The practical significance lies in the possibility of using the obtained results to improve the educational process and enhance the quality of training for medical professionals

Game-based neurotechnologies as a means of cognitive development in children within inclusive and general educational settings

Veronika Vielkina — 2026-06-30

The article examines the potential of game-based neurotechnologies as an innovative means of stimulating cognitive development in children aged 3–9 years within general and inclusive educational environments. The relevance of this study is driven by the need to transform educational methods in the digital age and by the search for barrier-free technologies that promote neuroplasticity through active sensorimotor engagement. The aim of the research is the development and piloting of a web application grounded in computer vision and artificial neural network technologies, designed to create a system of contactless interaction between the child and digital content. The study employed methods of theoretical analysis of psychophysiological literature, object-oriented software architecture design, as well as empirical methods of observation and testing. The sample consisted of groups of neurotypical
children and children with special educational needs based at an inclusive resource centre. The principal outcomes of the study were the implementation of a web application featuring adaptive difficulty logic that identifies user gestures in real time, transforming gameplay into a trainer for cognitive processes.
Experimental validation confirmed a high level of emotional engagement among participants and the effectiveness of activating cognitive activity through the synergy of cognitive effort and motor activity.
The conclusions demonstrate that the use of artificial intelligence eliminates the physical barriers inherent in traditional learning and ensures equal opportunities for intellectual growth for every child. The practical significance of the work lies in the creation of an accessible toolkit for educators and rehabilitation specialists, enabling the implementation of an inclusive approach grounded in the latest advances in neuroscience and information technology

Trauma-informed environment in General Secondary Education Institutions: systematization of international models and perspectives for Ukraine (a scoping review)

Tetiana Holovatenko — 2026-06-30

This study examines models of trauma-informed environment development in general secondary education institutions (GSEI) through a scoping review. The methodological framework follows Arksey & O’Malley (2005), with results reported in accordance with PRISMA-ScR (Tricco et al., 2018). The literature search was conducted via the Primo platform of the University of Minnesota Libraries using the search string («trauma-informed») AND («school») AND («system»), covering publications from 2020 to 2025.
Following a two-stage screening process, 36 studies were included for analysis. The concept of a «trauma informed school environment» is clarified as a complex systemic property of the educational environment that comprehensively integrates SAMHSA principles into school culture, policy, and interaction practices.
Models were identified and systematized across three domains: individual, institutional, and systemic. Individual-level models were found to correspond to the trauma-awareness and trauma-sensitivity stages of the Missouri Model. Institutional models implement trauma-responsiveness and trauma-informed practice as a comprehensive school ecosystem. Systemic-level models are realized through school collaboration with community social institutions. Institutional models with structured implementation frameworks and models supporting internally displaced persons are identified as most relevant for the Ukrainian wartime context. Adaptation of international experience requires consideration of the collective and prolonged impact of war, sustained exhaustion and traumatization of educators, and the need for coordination across diverse social institutions within the community.

Practical Case of Integrating 3D Technologies and Computer Design into the Training of Pre-Service Computer Science Teachers

Tetiana Yefymenko — 2026-06-30

The paper considers a practical case of integrating 3D technologies and computer design into the process of professional training of pre-service computer science teachers in the context of the digital transformation of education. The current trends in the development of digital technologies are analyzed, and the need to modernize pre-service computer science teachers’ training content to meet the needs of a high-tech society is substantiated.
The purpose of the study is to analyze and substantiate the effectiveness of a project-oriented approach in developing the professional competencies of pre-service computer science teachers. The research process used analysis of scientific sources, pedagogical observation, case studies, questionnaires, and descriptive statistics. The research methodology is based on a competency-based, interdisciplinary, and project-oriented approach. The study was conducted during the 2021–2026 academic years at the Dragomanov Ukrainian State University. 108 students of the specialty “Secondary Education (Computer Science)” participated in it.
As part of the study, students developed visual digital content for the real needs of the university environment (3D models, emblems) by implementing integrated projects. The results of the input and output surveys showed positive dynamics in the levels of students’ practical skills in the field of 3D technologies and computer design: the number of students with a high level of development of the relevant competencies increased from 20 to 49 people (by 27%), and the number of students with a low level decreased from 37 to 0 people (by 35%). In addition, 80.6% of respondents noted the practical usefulness of project activities for developing professional competencies, and 70.4% of students found the proposed projects interesting and motivating.
The results of the study show that integrating 3D technologies and computer design into the professional training of pre-service computer science teachers increases students’ learning motivation, develops their creativity, digital literacy, and readiness for pedagogical activity in the context of a high-tech society. This approach ensures the training of educators who cannot only effectively use modern digital tools but also develop in students the appropriate competencies for future professions.

Expediency and methodological-didactic founda tions for implementing artificial intelligence systems in the professional training of future mathematics teachers

Mykola Kudinov — 2026-06-30

The expediency and methodological-didactic foundations for implementing artificial intelligence systems in the professional training of future mathematics teachers have been substantiated. The relevance of the study is determined by the rapid digital transformation of education, the widespread use of AI tools by teachers, and the necessity to shift from spontaneous to systematic and responsible integration of artificial intelligence into pedagogical practice. The purpose of the research was to theoretically justify the feasibility of introducing AI systems into the professional training of future mathematics teachers and to develop methodological approaches and monitoring tools for assessing the effectiveness of this process. A mixed theoretical-empirical approach was applied, including theoretical analysis and synthesis of scientific sources and strategic documents, systematization of AI tools, the prognostic method, and an empirical survey of students of pedagogical specialties. The scientific novelty of the study lies in: the theoretical substantiation of a four-component structure of AI competence for future mathematics teachers, comprising technical, methodological, ethical, and practical components; the development of a modular structure
for a specialized academic discipline that encompasses theoretical, ethical, methodological, and practice oriented aspects; the proposal of a survey toolkit for monitoring the formation of AI competence, based on an 8-component questionnaire structured in accordance with the key components of AI competence.It has been proven that future mathematics teachers demonstrate a high level of awareness of the importance of AI and confidence in working with generative models, while requiring deeper practical training with adaptive platforms (ALEKS, Khanmigo) and critical validation of AI-generated mathematical content. The practical significance of the study lies in the possibility of direct implementation of the developed course "Artificial Intelligence Systems in Education" into the professional training of bachelor’s and master’s students majoring in Secondary Education (Mathematics).

Teachers’ perception of stem/steam education in elemen tary school (study on a purpose-sample of participants of the ODM program): the gap between importance and implementation practice

Nataliia Morze — 2026-06-30

The article examines the contradiction between the proclaimed importance of STEM/STEAM education in primary school and the actual practices of its implementation in educational settings. The aim of the study is to identify the nature and scale of the gap between teachers’ perceptions of the importance of STEM-oriented learning activities and the level of their systematic implementation in primary school classrooms, as well as to determine the factors that explain this discrepancy. The study employed a mixed-methods design with quantitative priority. The empirical base consists of data from an author-designed survey of 96 primary school teachers in Ukraine, covering aspects of their understanding of STEM/STEAM education, assessment of the importance of various learning activities, levels of practical implementation, as well as the conditions and barriers to project-based learning.
The results demonstrate a consistent perception–practice gap: despite near-unanimous endorsement of a wide range of STEM-oriented activities (96–98%), systematic implementation of complex components — hypothesis formulation, modelling, product improvement, and reflection — ranges from only 33% to 55%. The identified gap widens as the cognitive complexity and meta-cognitive demands of activities increase. Analysis of students’ readiness for project-based work confirms that stage-based preparation is a decisive factor for successful STEM learning.
The findings make it possible to formulate concrete recommendations for the methodological support of STEM education in primary school and to justify the need for stage-based organisation of learning aligned with pupils’ developmental capacities.

Research competence of students in history: a comparative analysis of domestic and foreign approaches to its essence and development

Petro Moroz — 2026-06-30

The article presents a comparative analysis of domestic and foreign approaches to defining the essence and methods of developing students’ research competence in history education. The relevance of the study is determined by the shift toward a competence-based educational paradigm and the growing importance of critical thinking in the modern information environment. The aim of the study is to identify common trends and differences in scientific approaches and to substantiate the possibilities of their integration into Ukrainian educational practice.
The research is theoretical in nature and is based on a comparative analysis of academic sources. The methods include analysis, synthesis, systematization, and comparison.
The findings indicate that domestic approaches interpret research competence as an integrative personal quality, whereas foreign approaches consider it as a process and a mode of historical thinking associated with evidence-based reasoning and knowledge construction. Common trends (activity-based learning, staged development, the role of reflection) and key differences in methodology, instructional design, and assessment have been identified.
The study substantiates the need to combine structured learning organization with student autonomy, implement formative assessment, strengthen metacognitive components, and apply inquiry based learning models.

Model of formation of design competence of future engineer-teachers under the conditions of pedagogical practice

ALEXANDER MUKHIN — 2026-06-30

The contemporary modernization of vocational education in Ukraine, driven by digital transformation, European integration processes, changes in the labor market, and the need to train competitive specialists, has brought the issue of developing design competence in future engineer-teachers to the forefront. This issue becomes particularly significant in the context of teaching practice, where the theoretical, methodological, research, and professional-technological components of students’ training are integrated.
The purpose of the article is to provide a theoretical substantiation, substantive elaboration, and structural functional modeling of the process of developing design competence in future engineer-teachers during teaching practice. The logic of the study builds upon the author’s previous research, in which the essence of the concept of “design competence of an engineer-teacher” was clarified and the specific features of its development in practical training were outlined. The research design was defined as a theoretical study with elements of a structured literature review and conceptual modeling; the research procedure included the selection of sources, their analytical grouping, and the synthesis of the structural elements of the model. It is substantiated that the contemporary training of engineer-teachers requires the purposeful development of design competence as an integrative quality that ensures the future specialist’s ability to design, implement, adjust, and evaluate pedagogical as well as professional-technological solutions. An analytical review of Ukrainian and international sources revealed a scholarly gap in modeling specifically the dual nature of the engineer-teacher’s design competence, that is, its pedagogical and engineering technological dimensions, within the framework of teaching practice. The findings demonstrated that the development of design competence in future engineer-teachers should be understood as a holistic, stage-by-stage organized process aimed at fostering motivational-value, cognitive, operational-activity, and reflective-evaluative components. A structural-functional model was developed, consisting of the following interrelated blocks: social demand, target block, content block, procedural block, organizational conditions, resultative block, and levels of development. For each block, its content, functions, and logic of interaction were specified. The criteria and indicators of design competence development were outlined, and four levels of its advancement were characterized: situational-intuitive, normative-reproductive, active-search, and creative-intellectual. It was demonstrated that teaching practice is not only a space for testing previously acquired knowledge and skills, but also the leading environment for integrating the pedagogical, engineering, and research experience of future engineer-teachers. The proposed model ensures the systemic nature of professional training, the последовательность? Wait need English: consistency/sequential progression of increasing complexity of design tasks, an enhanced level of student agency, and an orientation toward a reflective-evaluative outcome.

Model for developing the methodological culture of teachers of law disciplines through training sessions

Оlexander Onyshchenko — 2026-06-30

The article substantiates and develops a structural-functional model for fostering the methodological culture of teachers of law disciplines through training sessions. The relevance of the topic is driven by increasing requirements for the quality of higher legal education, the transition of higher education institutions to student-centered and competence-based learning, and the need for methodologically well prepared teachers capable of designing the content of educational components, developing assessment criteria, integrating digital tools, providing feedback, and building subject-subject interaction with students. The purpose of the study is to provide a theoretical substantiation of the model for developing the methodological culture of teachers of law disciplines through training sessions and to identify its conceptual foundations, structural blocks, pedagogical conditions, criteria, and expected outcomes. The study is theoretical in nature and incorporates elements of conceptual modeling and a structured literature review. The research consisted of the following stages: descriptive-analytical, conceptual-prognostic, the stage of selecting methodological approaches, conceptual modeling, and synthetic-generalizing, each of which relied on methods that enabled a well-grounded investigation. The article addresses the issue of holistic modeling of the process of developing the methodological culture of teachers of law disciplines and determines the potential of training sessions as an integrated means of developing value-motivational, cognitive, operational-activity, communicative-facilitative, and reflective-creative components. The proposed model includes interconnected blocks: socio-demand and normative-determinative, target, conceptual-methodological, content-related, organizational-processual, training-technological, and diagnostic-resultative. It is proved that training sessions should be regarded not as an auxiliary form of professional development, but as a mechanism of intensive professional and methodological growth of a specialist. The pedagogical conditions for implementing the model, the criteria and indicators of the development of methodological culture, as well as the levels of its formation, are identified.

The first year of implementing civic education in grade 8: aligning teaching practices and student experience (survey-based evidence)

Olena Pometun — 2026-06-30

The article analyses the results of an empirical study of the first year of implementing the Grade 8 civic education course, based on surveys of students and teachers. It addresses the problem of aligning the declared competency-based potential of the course with actual classroom practice. The aim of the study is to identify the specific features of how the course is perceived by students and teachers, as well as to determine the factors influencing the effectiveness of its implementation.
A mixed-methods approach was employed, combining quantitative and qualitative techniques, including student and teacher questionnaires, comparative analysis of responses, and interpretation of open-ended questions. The sample comprised Grade 8 students and teachers who taught the course during its first year of implementation.
The findings reveal a consistent asymmetry in course evaluations: students tend to focus on its practical relevance, whereas teachers emphasize the importance of long-term civic competencies. A gap is identified between the potential of activity-based learning and its actual implementation, primarily due to methodological challenges and constraints related to instructional time. It is also shown that the potential of the digital supplement is not yet fully utilized.
The study substantiates that improving the effectiveness of the course requires strengthening methodological support and optimizing instructional time. In addition, the systematic integration of digital resources, grounded in students’ experience, is essential. The findings have practical implications for enhancing both the content and pedagogy of civic education

Legal and civic education in grade 9 of the New ukrainian school: integration and differentiation of content and methodological approaches

Tetiana Remekh — 2026-06-30

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Development of creativity, agency and digital competence in the author’s kreativ studio methodology

Olena Ronzhes — 2026-06-30

The article provides a theoretical and methodological substantiation of the author’s Kreativ Studio methodology as a holistic pedagogical system for developing creativity, agency, and digital competence in children and adolescents within non-formal and partnership-based educational environments. The relevanceof the study is determined by the need for educational approaches that combine the development of creative potential, personal authorship, and the responsible use of digital technologies, while also supporting a balance between conscious real and virtual agency in the context of a turbulent world, social crises, and the challenges of digitalisation. The aim of the article is to define the conceptual foundations, principles, age-related logic, implementation formats, and educational potential of the author’s Kreativ Studio methodology. The study has a qualitative theoretical-methodological character and is based on theoretical analysis, retrospective generalisation of long-term pedagogical practice, secondary interpretation of the author’s previous empirical findings, and the description of an illustrative case. The empirical basis for the conceptualisation includes the results of a previous comparative study of the creativity of 56 adolescents, a subsequent longitudinal qualitative analysis of the educational environment, and practical experience in implementing the methodology since 2008. As a result, the stages of the methodology’s evolution in interaction with the broader socio-technological context were outlined, and its invariant features, pedagogical logic, age sensitivity, and step-by-step integration of analogue and digital means were identified. The study shows that the methodology emerged as a pedagogical transformation of the structural factors of a creativity supportive educational environment that had been empirically identified in previous studies, while at the same time being supplemented by age-sensitive digital integration. It was found that digital competence within this methodology develops not in isolation, but in unity with creative experience, authorial position, collaboration, reflection, and socio-cultural interaction. The practical significance of the study lies in the possibility of applying the methodology in the work of creative studios, non-formal educational institutions, schools, and partnership-based socio-cultural projects.

Psychological readiness of a teacher for work in an inclusive educational environment

Svitlana Titarenko — 2026-06-30

The article provides a comprehensive analysis of the problem of a teacher’s psychological readiness for professional activity in an inclusive educational environment. The relevance of the study is determined by the profound transformations of the national education system of Ukraine aimed at integration into the global educational space and the implementation of the principles of accessibility and inclusion. The methodological basis of the research is a qualitative design of theoretical inquiry with elements of a scoping review of the research field. Data collection was carried out through searches in Google Scholar databases and institutional repositories covering the period from 2010 to 2026. The analysis was conducted using
methods of systematization and structural-functional modeling. The components of teachers’ readiness to work in an inclusive educational environment are characterized, including motivational-value, cognitive, emotional-volitional, and reflective components. The main psychological barriers to teachers’ work in an inclusive educational environment are identified, in particular fear of incompetence, emotional exhaustion, and persistent social stereotypes. The conclusions emphasize that inclusive readiness is not a static set of knowledge but a dynamic process of professional growth. The practical significance of the study lies in the development of specific recommendations for teachers’ self-regulation and the establishment of partnership interaction with parents and teaching assistants.

Microlearning as an approach to integrating CLIL elements into professionally oriented courses under limited institutional implementation conditions

Victor Chetveryk — 2026-06-30

This paper examines the potential of integrating elements of Content and Language Integrated Learning (CLIL) into professionally oriented courses through microlearning under conditions of limited institutional support. The relevance of the study is determined by the growing demand for foreign language communicative competence alongside the inability to significantly expand language components within curricula. The aim of the research is to provide a theoretical justification and to develop a conceptual model for integrating CLIL elements into professional courses without structural modifications. The methodology is based on a theoretical-analytical approach, including content analysis, comparative analysis, and conceptual modeling. As a result, an original model of CLIL integration via microformats is proposed, grounded in the principles of micro-dosing, integration, cognitive accessibility, contextualization, and flexibility. The model incorporates micro-modules, differentiates levels of integration (lexical, discursive, cognitive), and applies a four-phase learning cycle. The findings demonstrate that combining microlearning with the concept of “soft CLIL” enables effective integration of language and content without major curriculum changes. The practical significance lies in the applicability of the model as a flexible tool for implementing CLIL elements in higher education contexts with limited resources.

Integrative classification of sources of pedagogical personalities historiography: From traditional to digital forms

Liudmyla Holubnycha — 2026-06-30

The modern historiography of pedagogical figures is characterized by the expansion of the source base and the emergence of new digital resources, which requires rethinking approaches to their classification and analysis. The purpose of the study is to theoretically substantiate and construct a multi-level integrative classification of sources of pedagogical figures historiography, which takes into account the interaction of traditional and modern (digital) forms of recording pedagogical knowledge. The research methodology is based on an interdisciplinary approach using the principles of historicism, systematics and objectivity.
Historical-genetic, comparative-historical and systemic-structural methods were used, as well as analysis and synthesis of scientific sources. Research results: A multi-level system of classification of sources is proposed, which includes types (oral, written, material), categories (narrative, didactic, documentary) and kinds. The integration of the latest digital sources (blogs, social media materials, etc.) into the structure of written narrative sources, as well as taking into account the multimodality of the source base, is justified.
The scientific novelty lies in the combination of the traditional source-based approach with the digital dimension and multimodal forms of knowledge representation. The practical significance of the study is that the results can be used in historical and pedagogical research to systematize sources and deepen the analysis of pedagogical personalities.

Mediating crisis for vulnerable children through a digital platform: minority-sensitive leadership in wartime Ukraine

Oleksandr Elkin — 2026-06-30

This paper examines how minority-sensitive educational leadership emerges in Ukraine through the POVIR digital platform, developed to address wartime learning loss among vulnerable learners. Drawing on empirical data from a large-scale pilot implementation conducted in 2024–2025, the study investigates how digital tools and social-emotional learning frameworks can support educational recovery during protracted conflict. The pilot engaged 4,422 students in grades 5–11 across Ukraine, including learners affected by displacement, frontline exposure, disability, and other forms of war-related vulnerability. Of these, 2,518 registered on the platform and 2,005 actively participated in individualized mentoring, short
term academic “Sprints,” and extended “Marathon” learning programmes. Using descriptive quantitative analysis and qualitative feedback from students and educators, the study identifies patterns of learner engagement and academic progress. The findings indicate high participation rates, strong learner engagement, and measurable academic improvement, with average learning gains exceeding 11% during the extended intervention phase. The paper demonstrates that minority-sensitive leadership in wartime contexts can be operationalized through flexible digital infrastructures, trauma-informed pedagogies, and collaboration between civil society organizations and schools. By providing empirical evidence from a large-scale wartime pilot, the study extends research on educational leadership in emergency settings and offers a practice-based model for sustaining educational continuity and strengthening educational resilience among vulnerable learners during prolonged systemic disruption.

The role of the teacher in organizing experiential learning situations in preschool education

Amalia Enache — 2026-06-30

The article analyses the role of the teacher in organizing experiential learning situations in preschool education from the perspective of the theoretical foundations of learning through experience, current curricular orientations, and recent research on the quality of early childhood education. The aim of the study is to clarify the professional functions through which the educator transforms the child’s experience into meaningful, reflective, and transferable learning. The study follows a theoretical scoping review design, aimed at mapping and interpreting relevant theoretical, curricular, and empirical contributions on experiential learning in preschool education. The analysis is based on conceptual analysis, source comparison, and narrative synthesis of the specialized literature. Classical works in experiential learning, curricular documents from Romania and the Republic of Moldova, international reports, and recent studies on guided play, reflection, formative assessment, executive functions, and partnership with the family were examined. The results highlight five major dimensions of the teacher’s role: designing the experience, organizing the educational environment, mediating exploration and reflection, formative assessment with individualization, and articulating the relationship with the family and the community. It is concluded that the effectiveness of experiential learning does not derive from the child’s mere participation in practical activities, but from the quality of pedagogical intervention, the continuity of experiences, and the teacher’s ability to support dialogue, initiative, and transfer. The article offers useful landmarks for modernizing kindergarten practices and strengthening teachers’ professionalism.