CONDITIONS AND PROBLEMS OF IMPLEMENTING DESIGN THINKING IN PRESCHOOL EDUCATION ORGANIZATIONS

Abstract

This article examines the theoretical and practical aspects of integrating Design Thinking (DT) methodologies within preschool education organizations. As modern educational paradigms shift toward fostering creativity and problem-solving from an early age, the implementation of design-oriented approaches becomes essential. The study identifies the necessary organizational, pedagogical, and infrastructural conditions required for successful integration. Furthermore, it analyzes the primary challenges, including pedagogical resistance, lack of specialized teacher training, and resource constraints in the preschool environment. The findings suggest that while Design Thinking significantly enhances cognitive flexibility and collaborative skills in young children, its effectiveness depends heavily on adaptive curriculum design and continuous professional development for educators.