PECULIARITIES OF USING LEGO-TECHNOLOGIES IN THE EDUCATIONAL SPACE OF A NEW UKRAINIAN SCHOOL: THEORETICAL AND PRACTICAL ASPECTS

The article is devoted to the problem of using LEGO technologies in the educational space of the New Ukrainian School. On the basis of the study of the source base and the results of the research, it is concluded that the use of LEGO in the educational process of primary school allows the teacher to reveal the cognitive capabilities of each student who is the subject of the educational process. It is proved that the use of LEGO is effective in the development of speech, mathematical, natural, technological, social and health, civic and historical competences and that «learning through play» is possible with LEGO. In addition, LEGO technologies in primary school lessons activate the development of memory, attention, imagination, logical thinking, and help students to establish patterns. According to the results of our study, primary school teachers in Kolomyia effectively use LEGO technologies in the classroom during morning meetings, to organise learning and research activities; to update students‘ background knowledge and life experience; to perceive and comprehend educational material; to summarise and systematise students’ knowledge, skills and abilities; to reflect, etc. Most often, teachers use LEGO technologies in «I Explore the World» lessons to summarise and systematise knowledge (83.3%), for reflection (66.7%), during morning meetings (55.6%), to update basic knowledge, skills and abilities (47.2%), and to perceive and comprehend new learning material (36.1%). LEGO technologies make it possible to organise both frontal work of younger students aimed at studying selected topics and various subjects within the classroom system, as well as independent creative work and project-based learning. The organisation of educational and gaming activities requires the teacher to have appropriate methodological competence and high skill to find any teaching method in a LEGO game.