DESIGNING A SAFE AND CHILD-FRIENDLY ENVIRONMENT THROUGH FREE PLAY: METHODOLOGICAL, ORGANIZATIONAL, AND MANAGEMENT ASPECTS

Abstract

The article examines the multi-vector impact of free play on the development of a child, in particular his cognitive, emotional and social spheres in the context of designing a safe and а child-friendly educational environment in a preschool educational institution and in the primary grades of the New Ukrainian School. The role of an adult in facilitating free play is analyzed: from creating a safe and rich environment to supporting children’s initiative and inclusion in joint activities. Using methods of analysis, generalization and systematization of scientific sources, as well as practical experience of students within pedagogical practices in preschool educational institutions and primary school, the potential and mechanisms of free play in the formation of independence, social skills, emotional involvement and ability to cooperate of preschool and primary school students are clarified. The results of an analytical review of the educational and professional programs “Preschool Education” and “Primary Education” (first (bachelor’s) level of higher education) in the Higher Educational Institution “Lutsk Pedagogical College” of the Volyn Regional Council are highlighted, the architectonics of the aforementioned educational programs are demonstrated in terms of improving the quality of training future teachers to realize the potential of free play in creating a safe and child-friendly educational environment. It was found that the integration of free play into the content of students’ professional training and practice contributes to the formation of innovative pedagogical thinking, the ability to design a game-facilitating environment and support the development of the child’s personality.