DISCOVERY LEARNING - CONSCIOUS AND EFFECTIVE LEARNING IN EARLY CHILDHOOD EDUCATION
DISCOVERY LEARNING - CONSCIOUS AND EFFECTIVE LEARNING IN EARLY CHILDHOOD EDUCATION

Summary/Abstract: Public policies and educational and social programs in recent decades bring to the fore the responsibility to contribute to the individual progress of the preschooler and, by extension, to the progress of human societies. Current educational policies are oriented, more and more, towards a pedagogy that assumes the direct involvement of preschoolers in learning. Experimentation through the application of pedagogical strategies inspired by the interactionist and constructivist approach to knowledge emphasizes the personal construction of knowledge from the position of a co-participant in one's own training and development, facilitating actions centered on individual activity in the formation of basic skills and the formation of the premises of future competences. The need to change the approach to the socially, psychologically and pedagogically determined act of education is a perspective approach to knowledge emphasizing preschool, it being known that early education is very important in the expression of expectations regarding the perspective of the child's development. The purpose of the study is to use discovery by learning to familiarize the preschooler with nature from the perspective of broadening the horizon of knowledge with an emphasis on direct participation. Using discovery learning in early education lays the foundations for effective learning, ensures the transition to a child-centered system, promoting conscious and permanent learning. The article is based on the study of the aspects related to the theory and methodology of learning through discovery, as well as the age characteristics of preschoolers correlated with learning through discovery.

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