DEFINITION OF SUBJECT-PRACTICAL AND TECHNOLOGICAL COMPETENCIES OF A PRESCHOOLER IN THE WORKS OF UKRAINIAN SCIENTISTS

This article provides a theoretical analysis of research on the development of subjectpractical and technological competencies in preschool children. The author argues that these competencies are intrinsically linked to education for sustainable development, emphasizing the role of environmentally responsible behavior in early childhood education as a foundation for human capital development. The study employs a theoretical analysis of scientific literature and a statistical analysis of the Google Scholar database from 2017 to 2024. The terminological field surrounding “subject-practical and technological competence of preschool children” is explored, with objectivity ensured through criteria such as concept definition, activity types, implementation methods, results, and study dates. Contradictions within the concepts across different researchers are identified. The article concludes by summarizing the current state of research and outlining future research directions in this area.