The research investigates pedagogical devices designed to cultivate cooperation abilities in preschool children and evaluates their psychological and didactic underpinnings. Teamwork competence in early infancy is perceived as a cohesive construct encompassing linguistic skills, emotional control, role assumption, collective goal orientation, and accountability for shared outcomes. Drawing on socio-cultural and constructivist theories, the research emphasizes play-based learning, cooperative learning frameworks, project-based activities, and digital-interactive settings as essential technologies appropriate for the preschool setting. The conceptual analysis is based on academic literature in early childhood education, psychology, and pedagogy, together with the organization of experimental and practice-oriented findings from researchers and practitioners. The findings indicate that deliberate engagement in cooperative games, collaborative problem-solving activities, small-group projects, and teacher-facilitated reflection sessions can markedly expedite the development of collaboration abilities in children aged three to seven. The article underscores the educator's function as a designer and facilitator of social relationships, fostering a secure emotional environment, allocating roles, enhancing communication, and progressively shifting the responsibility for coordination to the children. Some people say that pedagogical technologies only work if there is a connection between preschool and home, if instructors are skilled, and if the technologies can be used in different cultural and institutional settings. The conclusion delineates methodological guidelines for the incorporation of teamwork-oriented technology into preschool curriculum and specifies avenues for further empirical study regarding evaluation instruments and the enduring impacts of early teamwork training.

Preschool children, pedagogical tools, cooperative learning

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