CREAREA GÂNDIRII CRITICE A PRESCOLARULUI PRIN JOC DIDACTIC
CREATING THE PRESCHOOLER’S CRITICAL THINKING THROUGH DIDACTIC PLAY

Summary/Abstract: Our article aims to continue the itinerant and explicit idea for the educational research of the critical thinking of the preschool from the perspective of education for sustainable development. As we know, the kindergarten provides the environment that guarantees the safety and health of children and involves both the family and community in the learning process, taking into account the psychological characteristics of the child's development. The basis for establishing the critical learning environment consists of three principles: social principles, principles that govern development and learning at younger ages and operating principles - rules, norms and values of an operational nature. On the other hand, the didactic game has both exogenous elements (multifactorial, community contribution, environmental exploration, curriculum, didactic material, playing space, execution and action, protection, complexity of the game, etc.), as well as endogenous elements (the existential experience of the child, the internalization of the didactic task, self-evaluation, etc.). The focal point of forming the critical thinking of a small child is the innovative formulation of the didactic task that engages all thinking, association, flexibility, fluidity, courage, initiative, exercise of responsibility - all associated with the other exogenous and endogenous factors mentioned above.

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