Preschool Education and its Impact on the Scientific and Research Potential of Rising Schoolchildren: in Favor or Against?

Authors

Aliya Mambetalina, Department of Psychology, L.N. Gumilyov Eurasian National University, st. Satbaeva 2, Nur-Sultan, 010000, Republic of KazakhstanFollow
Aigul Karkulova, Laboratory of Pedagogical Excellence, Republican Scientific and Practical Center Daryn of the Ministry of Education and Science of the Republic of Kazakhstan, Mangilik avenue, 8, Nur-Sultan, 010000, Republic of KazakhstanFollow
Marina Lebedeva, Department of Internal, Occupational Diseases and Rheumatology, I.M. Sechenov First Moscow State Medical University, Trubetskaya str., 8-2, Moscow, 119991, Russian FederationFollow
Lilya Sabirova, Department of Philosophy and Sociology, Elabuga Institute of the Kazan (Volga) Federal University, Kazanskaya str., 89, Elabuga, 423608, Russian FederationFollow

Abstract

This study examines the correlation between preschool education and the development of scientific thinking in rising schoolchildren. The research involved testing 84 first graders aged 6.5-8 years in two schools in Kazakhstan. The results showed that 52% of the children who attended kindergarten regularly had a high level of scientific thinking, while those with poor scientific skills had less than 20% of kindergarten attendance. The study confirms the interdependence between kindergarten attendance and research potential development. These findings can inform the preparation of rising schoolchildren for scientific activities and further research on preschool educations impact on self- realization in other countries.

Recommended Citation

Mambetalina, Aliya; Karkulova, Aigul; Lebedeva, Marina; and Sabirova, Lilya (2023) "Preschool Education and its Impact on the Scientific and Research Potential of Rising Schoolchildren: in Favor or Against?," Information Sciences Letters: Vol. 12 : Iss. 9 , PP -.
Available at: https://digitalcommons.aaru.edu.jo/isl/vol12/iss9/4