Early childhood. Cognitive development. 1-3 years. Toolkit. Infancy, the first year of life (L. N. Pavlova, 2000)

Early childhood. Cognitive development. 1-3 years. Toolkit

Getting to know your surroundings

The cognitive activity of children, especially infants, is qualitatively different from the cognitive activity of an adult.

Firstly, it is not singled out as a special, specific activity, but is manifested in all the diversity of effective development of the environment, intertwining with other leading lines of child development. This is determined by the development of perception, the formation of basic movements, improvement of hand actions, mastery of speech, acquisition of the first social skills, etc. That is why the task of developing a child’s cognitive activity is no less significant than strengthening his health and creating the necessary conditions for full physical and emotional health. mental development.

Secondly, an adult is able to determine the range of his own interests and, striving to understand the essence of a phenomenon, highlight the main and secondary things in it, reveal the causes, consequences, and patterns. A child of the first year of life is not capable of such complex activities, but a start has already been made: he shows interest in everything around him.

The baby's attention is usually attracted to everything moving, bright, and making sounds. He tries to understand the world that appears before his eyes. But the child shows the greatest interest not in objects, but in an adult who picks him up, carries him from place to place, talks to him, smiles at him, shows him toys, and performs various actions with different objects. It has been established that a person’s face and his speech are the most significant for a child in comparison with all other “signals” from the surrounding world, i.e. already in the first month of life, a child distinguishes a person from all the diverse reality, reacting in a special way to his emotional manifestations, verbal communication, actions.

The first manifestations of a child’s cognitive activity are associated with indicative reactions,

on the basis of which first a response to external influence arises, and somewhat later a kind of manipulative activity with objects. At the same time, the child’s activity is supported by such a property of indicative reactions as the ability to arise with the appearance of each new object. It is no coincidence that orientation reactions are otherwise called “reactions to novelty.” It is this function of the brain that explains the child’s inexhaustible interest in the world around him, which is so large and diverse for him that in the first months the child’s life is a chain of countless, successive orienting reactions.

Children's first knowledge about the world around them develops in the process of mastering the nearby space (crib, playpen, room, playground, etc.), which is why the organization of the subject environment is so important. Indicative reactions occur in a child already in the first month of life and are an objective condition for his full development. Adults notice how the expression of the baby’s eyes changes day after day, with what tenacity and persistence he reaches out to everything that attracts his attention, although he cannot express his desire. And not only because he does not know how to speak, but also because he does not yet realize it (desire).

Let us trace the features of a child’s indicative behavior during the first year of life.

The nervous system and sensory organs of a newborn child provide not only the perception of visual, auditory, tactile, and temperature stimuli, but also an elementary analysis of their quality and strength. This helps the baby to identify everything new and new in the environment, and over time, analyze it more differentiated.

We can say that the first “knowledge” appears in the baby on his ninth birthday, when, as scientists testify, the first conditioned reflex is formed. Based on food and orientation reactions, a relatively complex orientation behavior is formed: as soon as the baby is placed in a position characteristic of feeding (“position under the breast”), he opens his mouth. This is how he behaves when he sees a bottle of food for him. And during the first month of life, the child begins to distinguish, for example, a bottle of water from a bottle of formula, that is, to respond to color.

By the end of the first month, the baby begins to recognize his mother, tries to respond to her smile, and at the end of the third month he reacts to the appearance of his mother with his whole being ( revitalization complex

), expressing her love and desire to communicate. (By the way, such an attitude can be formed in a baby towards any person who cares for him and loves him.)

The emotional reaction of an adult to a child’s need to explore the world around him is very important. If he has lost sight of the rattle he was looking at, do not ignore it: shake or roll the colored balls, and the child will turn his attention to the toy again. (This is how the child reacts not only to toys, but also to household items, pictures, etc.)

A baby who does not yet know how to roll over onto his stomach is already able to occupy himself during waking hours: he examines his hands, “listens” to himself, reacts to changes in the position of his body in space (he is swaddled, laid down, turned over on his side or stomach), to touch your palms to the body, movements of your fingers.

In a child of 2.5–3 months, elementary cognitive activity can already be observed. Show him a bright object without drawing attention to it. The baby will smile, reach out to him, and try to grab him. Unsuccessful at first, but he will do it again and again.

In the development of nearby space, skin sensitivity is of particular importance. The child does not yet know how to hold objects in his hand, but when touching them, he feels the originality of their surface. In the first months of life, the child is not capable of consciously examining an object: he comes into contact with the object, accidentally touching it with his hand, but by 3–4 months he can grasp it with his hands.

Grabbing

- the first action of a cognitive nature available to an infant, associated with the development of the objective world and space. During the first year of life, the actions of the hand constantly become more complex, playing a primary role in cognition of the properties of objects.

When a child begins to sit up independently, the visible world of objects appears before him in a new way. Now it’s more convenient for him to look at everything that surrounds him. The child peers at the actions and movements of adults, at the movement of objects in space. Increasing the sphere of vision helps to intensify cognitive activity, encouraging effective exploration of the world.

Lying on your side, back, stomach; sitting and standing, the child sees the world around him differently. He reveals the diversity of objects: a pyramid, a matryoshka doll look different if you look at them from above, and not from the side.

Many new objects appear before the baby when he begins to walk. Although he is still unsteady on his feet, it is difficult to keep him in place - the desire to get to know the world around him is so strong. Therefore, by changing and arranging objects in new ways, adults encourage the child to take his first independent steps. Every day the world opens its horizons wider and wider to him. Gradually, the baby masters various actions with objects: puts one object on top of another, removes the rings from the rod of the pyramid and puts them on again, etc.

In a child of the first year of life, interest in an object is determined primarily by the possibilities of practical actions with it: he receives pleasure both from the action itself (opening, closing, removing, etc.), and from various changes in the object that arise due to his actions, which and supports the child’s activity and contributes to the emergence of a more sustainable interest in the subject and its properties.

The child’s actions reveal the first cognitive reactions to an object and its properties. It is difficult to understand whether a child is playing or exploring an object when he examines it, turns it over, hits it, puts it in his mouth, etc. He does the same with any toy, so his activity can be called an introductory game, and his actions are exploratory in content. A child can be occupied with an object for quite a long time if more and more new properties are discovered in it. Then a chain of indicative and cognitive reactions follows one after another, which prolongs interest in the subject. This is the uniqueness of early cognitive activity.

Compare the behavior of a 6- and 12-month-old child, and you will see that a one-year-old child is able to play for a longer time and react more selectively to the environment than a six-month-old child: he plays with one toy for 5–10 minutes; he has a favorite toy that he prefers.

While exploring an object, the child often throws it on the floor, knocks it, licks it, and bites it. The desire to “get to know” an object with his mouth arises very often in him, therefore, in the “toy farm” there should be no dangerous objects: prickly, small, painted with harmful dyes, etc. In addition, the set of toys must be age-appropriate, and cognitive activity during examination their properties must be organized, directed and controlled by adults. This is also necessary because the baby has no sense of fear of the unknown.

Communication with adults is a necessary condition for the cognitive development of a child and his mental education.

To help a child grow up inquisitive, an adult must first of all take care of organizing his wakefulness and independent activities. Waking time must be used rationally: talk with the baby, show toys and techniques for using them.

Games-activities,

conducted by an adult, should contribute to the timely and harmonious development of the child (physical, mental, moral, aesthetic, etc.). They form in children skills that cannot be developed in the process of independent activity, i.e. in classes they teach what the child cannot master on his own.

Adults need to take care of instilling sustainability in their actions.

child during object-play situations. The baby has not yet developed voluntary attention, and he is quickly distracted from one object to another. (However, you should know that a one-year-old child is able to concentrate on an object for 8–10 minutes, and this is an indicator of normal neuropsychic development.)

What pedagogical conditions contribute to the development of sustainability of actions with objects?

First of all, this is the absence of any distractions at a time when the baby is busy with his “research”, and such factors can be new objects, sharp sounds (loud conversation, noise).

Sometimes an adult considers it possible to interrupt a child’s activities at any moment, not realizing that this is one of the sources of knowledge of the world: it is more important for him to feed him, put him to bed, walk with him, etc. Undoubtedly, providing for the child’s vital needs is necessary, but no less important and his state of mind for his psychophysical well-being. That is why you should be careful about your child’s activities.

If he is able to occupy himself by looking at objects, manipulating them, trying to understand their properties, and can do without the help of adults, he should not interfere in his “affairs.” With such “non-interference,” the adult will contribute to the development of activity and independence of the child.

It's another matter if the child does not know how to act with a new toy. Then you need to get involved and show how to handle the object. But even in this case, you should try to intensify the search actions of the baby himself. There is no need to reveal all the “secrets” at once.

It is advisable to present the toy in such a way that the child has the opportunity to make “discoveries” on his own: let him discover the hidden properties of the toy and options for playing with it. The problematic nature of situations shapes character traits such as determination and perseverance in achieving goals.

An adult must be attentive to all problems that arise in the baby when operating with objects. And if he fails to get a positive result for a long time, if he gets nervous and eventually throws the toy away, then the adult is obliged to “defuse” the situation, that is, to engage in active play actions and help him reach the finale with victory. In this case, it is necessary to praise the baby, and then offer to independently repeat what he did not succeed at first.

Adults should know: the visible result of an activity increases the child’s interest in the subject and the desire to master ways of working with it. Consequently, problem situations are very useful: they contribute to the formation of focus and activity in cognitive activity.

But the child enjoys not only the result, but also the process itself, i.e., the path to achieving it. “Searching” situations attract the baby. It is important that they end successfully and are accompanied by joyful emotions: this will support the desire to continue to examine the object or toy.

You should know: before starting to play with any new toy, the child “examines” it - this is an indicative research activity that precedes play. In other words, before starting to play, the child finds out what can be done with this new toy, based on the properties that he manages to discover in it. Approximate research stage of activity

consists in discovering, researching, ascertaining the game properties of an object.
These actions then move into the second stage - play actions with the toy.
In the conditions of family education, the child has much more opportunities to get acquainted with the environment than in the conditions of public education. Being in the arms of one of the adults, he watches everything that happens around him. As a rule, a child is attracted to bright, shiny, colored objects that contrast with the general background of the room (for example, an iron or a kettle, a colander or can, a table lamp or sconce, etc.). Moreover, these and other objects in the hands of adults change their position in space and appear before the child in different ways. This supports his orienting and cognitive activity, causing interest in the most ordinary things. For example, my grandmother took the iron, and it “moved” across the fabric forward and backward, right and left. Or: a crystal “fountain” (sconce) hanging on the wall lit up with all the colors of the rainbow. A 3-4 month old child looks at the wallpaper design with interest (isn’t this what makes him later enjoy drawing on the wallpaper, despite the prohibitions?!). In the bathroom he looks at bottles, jars, tubes, brushes. He is attracted to the mirror and gazes with interest at its surface and at his own reflection, not realizing that he is seeing himself. In this situation, it is useful to change the child’s position in front of the mirror. For example, if he is sitting on his dad’s shoulder, move him to the other shoulder, raise his hand, wave it, saying: “Where is grandfather? Here's grandfather! Where is Vasya? Here is Vasya,” and point his hand at his grandfather, and then at himself.

The sooner they begin to familiarize the baby with the objects of his immediate environment, the richer his sensory experience will be. However, it is necessary to highlight a number of items that should not be given to a child: these are expensive vases, figurines, gold jewelry and jewelry, indoor plants, tea and table sets, crystal glasses, etc. The child can only look at them from a distance. And this should become the rule for all family members.

When the child begins to sit up independently, he takes a more comfortable position in the arms of an adult - “facing him.” From this moment on, they become partners in getting to know their surroundings. The baby not only looks at what the adult is showing, but also listens to the name, becomes emotionally enriched, feeling the adult’s attitude towards what their attention is drawn to. For example, looking at a figurine, an adult explains: “This is a girl. She is wearing a dress and a scarf. What is the girl doing? She feeds the hen and chicks. Chick-chick-chick! Here are the chickens... Where is the girl? Where are the chickens? Girl...Chicks..." The examination lasts 1–1.5 minutes. The adult speaks concisely, clearly naming objects. His speech is somewhat slow, with pauses.

At 7–8 months, the child is attracted to paintings and books with bright, large illustrations. He examines them with interest, sometimes trying to “study” the material from which they are made, that is, to crumple or tear the picture. An adult must anticipate this and prevent it by strictly saying: “You can’t!” - and taking the book or picture away from the child for a while. Then, together with your child, look at them again, commenting on what they see.

Of particular interest to children are objects of decorative and applied art: wood products (spoons, nesting dolls, various toys - “pecking chickens”, “lumberjack bear”, etc.), fabrics (towels, aprons, embroidered scarves) . Painted scarves (including Pavloposad shawls) can be used for playing hide and seek and for dressing up. First, you should draw attention to the drawing (“Flowers! Where are the flowers?”), stroke it with the child’s hand, throw a scarf over yourself, and ask: “Where is mommy?” Taking off the scarf, exclaim: “Here is mom!” “Where is Vasya?” “Hide and seek” helps the child find out his name (he will remember it a little later - by about one year). Dressing up also helps with this: having dressed the child in a scarf, bring him to the mirror and ask: “Where is mommy?” Where is Olya in the headscarf?”

You can look at the Zhostovo tray with your child, naming what is depicted on it and noting the color. The main thing is to impress the child and enrich his emotional world.

Both Dymkovo and Gzhel toys are useful for this. They are carefully brought to the child and examined with him with the explanation: “This is a horse! And this is a cockerel! Ku-ka-re-ku!

As a rule, children are attracted to television, but it is not recommended for them to be in front of the TV screen. From a distance of 4–5 m, you can watch a cartoon lasting no more than 5–8 minutes, discreetly commenting on what is happening (“The girl is singing,” “The bunny is jumping,” etc.).

On New Year's Day, a 6-7 month old child will definitely be interested in a Christmas tree decorated with toys and colored with lights. Taking him in his arms, the adult brings the child to the Christmas tree and gives him the opportunity to examine it: “This is a Christmas tree, a Christmas tree!” Then he sets some toy in motion: “This is a ball. Red ball. This is a bump. This is a top,” etc. Then you can ask questions: “Where is the ball? Where's the bump? The child responds to the question “where” by looking for the named object with his eyes and showing it with his hand.

At 11–12 months, the child takes his first independent steps. Remember: it should not be left unattended. Interest in the environment can lead a child to injuries: after all, he does not yet know his capabilities, does not suspect some of the insidious properties of things. He may reach for a hot kettle, sharp or breakable objects. This is why in preschool institutions children aged 8–12 months are placed in spaces specially equipped for them (separated parts of the room).

Development of cognitive activity in young children in the process of objective activity

tags:

Subject, Child, Development, Activity, Activity, Age, Early, Action CONTENTS

INTRODUCTION………………………………………………………………………………3

1. PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF THE DEVELOPMENT OF COGNITIVE ACTIVITY IN EARLY CHILDREN IN THE PROCESS OF SUBJECT ACTIVITY

1.1 The essence of cognitive activity and its manifestation in children…….. 7

1.2 Features of the development of the cognitive sphere at an early age……. 12

1.3 Psychological and pedagogical conditions for the development of cognitive activity in young children……………………………………………………… 18

1.4 Subject activity as a means of developing cognitive activity in young children………………………………………………………. 23

2. EXPERIMENTAL AND PRACTICAL WORK ON THE DEVELOPMENT OF COGNITIVE ACTIVITY IN EARLY CHILDREN IN THE PROCESS OF SUBJECT ACTIVITY

2.1 Diagnosis of cognitive activity in children of the third year of life…………………………………………………………………………………….. 32

2.2 Experimental and practical work on the development of cognitive activity of children of early age in the process of objective activity and its results……………………………………………………………………………………… ………….. 40

CONCLUSION…………………………………………………………… 52

REFERENCES…………………………………………………………………… 54

INTRODUCTION

The problem of developing the cognitive activity of preschoolers is one of the most pressing in child psychology and modern pedagogy, since human interaction with the outside world is possible thanks to his activity and activity, and also because activity is an indispensable prerequisite for the formation of the mental qualities of an individual, his independence and initiative. Pedagogical science has proven the need for theoretical development of this problem and its implementation in educational practice.

Early age is the most crucial period of a person’s life, when the most fundamental abilities that determine the further development of a person are formed. During this period, such key qualities as cognitive activity, trust in the world, self-confidence, a friendly attitude towards people, creative possibilities, general vital activity and much more are formed.

14 pp., 6654 words

The influence of methods of using visualization on the formation of cognitive...

... to develop students’ high activity and independent thinking. The purpose of the work is to describe the role of visual aids and didactic materials in the formation of cognitive activity in children of primary school age. Object... times. Books, both handwritten and printed, were often supplied with drawings before, but this was an empirical use of visualization - without its theoretical justification. ...

Objective activity at an early age is leading; it determines and “leads” mental development. It is in object-based activities that the most favorable conditions are created for the development of the most important abilities, skills and personal qualities of a child - speech, thinking, cognitive activity, focus and independence, therefore creating optimal conditions for the enrichment and development of various actions with objects is the first task of the educational process at an early age . A child’s objective activity can have a developmental effect only in collaboration with an adult.

Subject activity and cognitive activity are closely related and represent two sides of the same process. By the end of early childhood, an important component in the structure of objective activity is the emergence of the ability to independently evaluate the result obtained in accordance with the original plan.

Since the level of cognitive activity is always interconnected with the level of development of the child’s objective activity, cognitive activity acts as the most important parameter of objective activity.

Cognitive activity is the most important area of the general phenomenon of activity, the subject of which is the most significant property of a person: to understand the world around him. And this is not only for the purpose of biological and social orientation in reality, but also in the most essential relationship of a person to the world - in the desire to penetrate into its diversity, to reflect in consciousness the essential aspects, cause-and-effect relationships, patterns, inconsistency. Cognitive activity is the most general category in studies of the nature of the psyche, mental development, cognitive and potential capabilities of the individual.

Cognitive activity is defined as the selective focus of a person’s active attention (N.F. Dobrynin, T. Ribot), the manifestation of the mental abilities of the subject of cognition (S.L. Rubinstein), a special alloy of emotional-volitional and intellectual processes that increases the level of consciousness and development of a person ( L.A. Gordon), readiness for energetic mastery of knowledge (N.A. Polovnikov), manifestation of transformative actions of the subject in relation to surrounding objects and phenomena (L.P. Aristova).

The child is interested in objects and objects of the surrounding world; he strives to understand how they are used in life, who needs them, and what connections they have with each other. This is the internal state of a child’s readiness for cognitive activity, for searching for impressions, which are realized in cognitive actions and operations, defined by child psychologist M.I. Lisina as cognitive activity.

Cognitive activity and intellectual development at an early age are manifested not only and not so much in the success of solving practical problems, but in the child’s emotional involvement, perseverance, and the pleasure he receives from his research activities. The research activity of a young child is the basis for the successful intellectual development of preschoolers; it is an important component of the cognitive and creative development of the individual.

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Purpose of the study: to determine the effectiveness of the development of cognitive activity in young children in the process of objective activity.

Object of study: the process of development of cognitive activity in young children.

Subject of research: object-based activity as a means of developing cognitive activity in young children.

Research objectives:

1) analyze the psychological and pedagogical literature on the problem of the development of cognitive activity in young children;

2) study the essence of cognitive activity and the features of its manifestation in children;

3) study the influence of subject activity on the development of cognitive activity of young children;

4) conduct diagnostics of cognitive activity of young children;

5) organize experimental work on the development of cognitive activity in children of the third year of life and analyze its results.

Hypothesis: the process of development of cognitive activity in young children will be more successful if the following conditions are met:

— creation of a subject-development environment;

- use of games that develop cognitive activity;

— purposeful management of the development of objective activities of children of the third year of life;

Research methods:

— theoretical analysis of psychological and pedagogical literature;

— pedagogical experiment;

— observation;

— methods of mathematical data processing.

The theoretical basis of the study is the works of such scientists: L.S. Vygotsky, M.I. Lisina, E.O. Smirnova, L.N. Galiguzova.

1. PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF DEVELOPMENT

COGNITIVE ACTIVITY IN EARLY CHILDREN DURING SUBJECT ACTIVITY

1.1. The essence of cognitive activity and its manifestation in children

Cognitive activity, according to E.A. Lobanova [16], is the most important area of the general phenomenon of activity, the subject of which is the most significant property of a person: to understand the world around him. And this is not only for the purpose of biological and social orientation in reality, but also in the most essential relationship of a person to the world - in the desire to penetrate into its diversity, to reflect in consciousness the essential aspects, cause-and-effect relationships, patterns, inconsistency. Cognitive activity is the most general category in studies of the nature of the psyche, mental development, cognitive and potential capabilities of the individual.

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Cognitive activity is the desire to think independently, find your own approach to solving a problem (problem), the desire to independently gain knowledge, form a critical approach to the judgment of others and the independence of your own judgments.

Recognizing preschool age as sensitive does not mean that cognitive activity is formed independently. This requires specially organized work aimed at the effective implementation of this process. At the same time, the most important conditions for the formation of children’s cognitive activity, according to E.A. Lobanova, are the internal activity of the child himself and the competent guidance of this activity on the part of the teacher.

E.O. Smirnova [21] notes that at an early age a child’s exploratory behavior intensively develops, especially when he begins to move independently and gains access to many objects in the surrounding world. All objects that arouse the baby’s interest become a “problem for the mind.” Cognitive activity is the most important indicator of a child’s successful mental development at an early age.

Cognitive activity and intellectual development at an early age are manifested not only and not so much in the success of solving practical problems, but in the child’s emotional involvement, perseverance, and the pleasure he receives from his research activities. A normally developing baby actively strives for new experiences, loves to observe those around him, quickly discovers new things, strives to immediately explore them, and engages with interest in games with water, sand, and experimenting with various objects and substances suggested by adults. Such knowledge captivates the baby, arouses his interest, curiosity, surprise, and the joy of discovery.

The child’s research activity develops, improves, and becomes more complex throughout early childhood, remaining an important component of cognitive and creative development, both in this and subsequent age periods. A rich and varied subject environment that encourages the child to take active action is the most important condition for the development of the cognitive sphere.

As E.O. Smirnova notes [25], object-based activity contributes to the development of a child’s cognitive activity, improvement of mental processes: perception, attention, memory and thinking.

In the process of becoming familiar with objects and ways of using them, all mental processes are improved. The development of mental processes is a holistic process, which is characterized not so much by the improvement of individual mental functions, but by a change in their relationships. In relation to early childhood pedagogy, this means that the content of children’s education should not be the development and “training” of individual processes - perception, thinking, memory or attention. Full-fledged mental development can only be carried out in the process of purposeful organization of various types of children’s activities, and, above all, leading objective activity, during which all mental processes in their interrelation are improved.

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In the holistic system of mental functions at an early age, perception dominates. A child learns about the world around him through vision, hearing, touch, and smell. Perception at an early age is closely related to objective actions. A child can quite accurately determine the shape, size or color of an object, if this is necessary to perform a necessary and accessible action. In other cases, the perception may be very vague and inaccurate.

A.A. Lyublinskaya [17] points out that during the first three years of a child’s life, new and diverse needs arise. Among them, social needs for active cognitive activity and communication with people are of particular importance. At an early age, the child’s activity has a pronounced indicative and exploratory character. It is motivated by the child’s desire to know “what is this?” Such an attitude cannot be considered as a manifestation of genuine cognitive interest, but the result of the child’s activity is that he discovers new qualities of objects and establishes connections and relationships between them that are new to him.

The child’s need for active activity and a pronounced orientation-exploratory attitude towards the environment quickly shapes his cognitive feelings: at first the child is only surprised by the new, i.e. shows curiosity, and then in preschool age clearly shows curiosity, i.e. the desire to learn something that can be perceived as new and surprising.

The degree of success of the process of formation of cognitive activity depends on the influence of a system of external and internal factors. We include biological factors as internal, as well as mental properties of the individual (abilities, character, temperament and orientation), and external, social and pedagogical.

Cognitive activity develops from the need for new experiences, which is inherent in every person from birth. In preschool age, based on this need, in the process of developing indicative and research activities, the child develops a desire to learn and discover as much new things as possible.

As noted by T.M. Zemlyanukhin [11], the source of cognitive activity is the cognitive need. And the process of satisfying this need is carried out as a search aimed at identifying, discovering the unknown and assimilating it. Two main factors determine cognitive activity as a condition for further successful learning: natural child curiosity and the stimulating activity of the teacher. The source of the first is the consistent development of the child’s initial need for external impressions as a specific human need for new information. Due to the uneven mental development of children (temporary delays and deviations from the norm), differences in intellectual abilities and mechanisms, we have significant variability in the development of the child’s cognitive activity.

Cognitive activity is a natural manifestation of a child’s interest in the world around him and is characterized by clear parameters. The child’s interests and the intensity of his desire to get acquainted with certain objects or phenomena are indicated by: attention and special interest; emotional attitude (surprise, excitement, laughter, etc.); actions aimed at clarifying the structure and purpose of the object (here it is important to take into account the quality and variety of the actions examined, thoughtful pauses); constant attraction to this object.

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In the development of curiosity in preschool children, according to V.G. Kamenskaya [12], their play and practical activities are of decisive importance. It is this that stimulates the emergence of a cognitive attitude. The curiosity of preschoolers is expressed, first of all, in their numerous questions with which they turn to adults. These questions arise from the need to navigate the world around them. The reasons for asking questions are usually the emergence of uncertainty in something, the manifestation of something unknown, mysterious, unusual, acting on the imagination of children, a violation of the usual order, and in general various noticeable changes in the world of things and processes surrounding the child.

Curiosity in preschool age is initially caused mostly by the external properties of objects and phenomena, emphasizes A.A. Lyublinskaya [17]. At this age level, the lack of knowledge and life experience limits the ability to penetrate into the essence of things and identify the main, most significant features in them. Then the questions are aimed at obtaining verbal designations of observed objects and phenomena and an explanation of purely external, sometimes secondary and insignificant, but striking in their unusual objects and phenomena. The cognitive activity of preschoolers is characterized by a bright emotional coloring. Emotional influences on a child extremely stimulate his cognitive activity to these influences.

So: cognitive activity is manifested in children’s attitude to different types of objective actions, interest in various kinds of objective tasks, the duration of examination of objects, independence and perseverance in solving objective problems. And since the level of cognitive activity is always interconnected with the level of development of the child’s objective activity, cognitive activity acts as the most important parameter of objective activity.

1.2. Features of the development of the cognitive sphere at an early age

Early age is a period of active exploration of various properties of objects: shape, size, simple cause-and-effect relationships, the nature of movements and relationships. While getting to know objects and how to use them, the child’s perception improves, his thinking, memory, and imagination develop.

Among all mental processes, the main role at an early age belongs to perception. The behavior and consciousness of children of this age are entirely determined by perception. So memory at an early age exists in the form of recognition, i.e. perception of familiar objects. The thinking of a child under three years of age is predominantly immediate—the child establishes connections between perceived objects. He can only be attentive to what is in his field of perception. All the child’s experiences are also focused on perceived objects and phenomena.

According to L.S. Vygotsky, “... all functions of this age occur around perception, through perception and with the help of perception... not a single function experiences such a magnificent flowering at an early age as the function of perception. This puts perception in extremely favorable conditions for development.”[6]

13 pages, 6430 words

Development of musical and creative abilities of secondary preschool children...

Let us consider the main features of the development of perception at an early age.

Despite the fact that by the end of infancy the child develops perceptual images, and he easily recognizes familiar objects and people around him, perception remains extremely imperfect. A one-year-old child is not able to consistently and systematically examine an object. As a rule, he picks out one sign and reacts only to it; by it he learns about various objects. Visual orientation actions, with the help of which the child perceives objects, have developed in the process of grasping and manipulation, which largely determines the visual images existing in the child. Since actions are aimed at such properties of objects as shape and size, these characteristics are the main ones for the child. Color at the beginning of early childhood has no significance for the recognition of objects. The baby recognizes colored and uncolored images in exactly the same way, as well as images painted in the most unusual colors. Discrimination and preference for certain colors is already present in the first months of life. However, color has not yet become a feature characterizing an object and does not determine its recognition.

As noted by E.O. Smirnova [21], the development of perception at an early age occurs within the framework of objective activity and in connection with the mastery of new actions. Of particular importance are the actions that are called correlative. These are actions with two or more objects in which it is necessary to take into account and correlate the properties of different objects - their shape, size, hardness, location, etc. Already at the end of infancy, children begin to improve actions with two objects - stringing, placing one on top of the other, folding, etc. But in these actions, the baby does not yet take into account the properties of objects - he does not select and select the necessary objects in accordance with their shape and size, and does not try to arrange them in a certain order. Correlating actions at an early age already require such consideration. It is characteristic that most toys intended for young children (pyramids, simple cubes, inserts, nesting dolls) involve precisely these actions. When a child tries to carry out such an action, he selects and connects objects or their parts in accordance with their shape, size, color in order to give them a relative position in space. So, in order to fold a pyramid, you need to take into account the ratio of the rings in size.

As L.A. Wenger points out [4], at the age of 2-2.5 years, visual selection by image becomes available for a child, when from two objects of different shapes or sizes he can, at the request of an adult, select one as a model. Visual selection based on a model is a much more complex task than simple recognition or trying on. Moreover, as noted by E.O. Smirnova [26], first children choose objects that are the same in shape, then in size, and only then in color. This means that new perceptual actions are formed initially for those properties that are directly involved in practical objective actions, and only then are transferred to other, less essential properties. It is significant that young children are not able to choose correctly according to an image if they are offered not two, but several objects, or if the objects have a complex shape and consist of many parts.

4 pp., 1597 words

Formation of labor skills in children of senior preschool age

...help each other; — direct children’s attention and efforts to high-quality performance of labor actions. Children of senior preschool age can perform the following types of work, united by the concept of “household... and animals, which arouses keen interest in them. Manual labor - making objects from a variety of materials: cardboard, paper, wood, natural materials (cones, acorns, straw, ...

At an early age, a child can quite accurately determine the shape, size and color of an object, if this is necessary to perform a necessary and accessible action. In other cases, the perception may be quite vague and inaccurate. Moreover, emphasizes O.A. Shagraev [29], a child may not notice certain properties at all if taking them into account is required to perform an action that is too complex for him. So, when starting to draw, the child does not seem to notice the color of the image and uses any pencil, or, when building according to a model, he takes cubes of any color, although he already knows how to distinguish primary colors.

In the third year of life, permanent models for comparison appear - these are objects that are well known to the child and have a clearly defined shape. Thus, there can be not only actually perceived objects, but also ideas about them. For example, a child defines triangular-shaped objects as “like a house,” and round objects as “like a ball.” This suggests that the child already has ideas about the properties of things and these ideas are assigned to specific objects. The formation of ideas about the properties of objects depends on the extent to which the child masters visual orientation in his objective actions. To enrich a child’s ideas about the properties of objects, according to L.R. Bolotina [3], it is necessary that he become familiar with the various characteristics and signs of things in specific practical actions. A rich and varied sensory environment with which the baby actively interacts is the most important prerequisite for the formation of an internal plan of action and mental development.

Already by the beginning of early childhood, the child has individual actions that can be considered a manifestation of thinking. These are actions in which the child discovers a connection between individual objects or phenomena - for example, he pulls a string to bring a toy closer to him. But such guesses arise only in cases where the objects are already connected to each other (the toy is already tied to a string).

At an early age, he already connects with each other objects that are objectively and visually separated - he connects and connects them in his practical actions, notes S.A. Kozlova [13].

In the process of objective activity, as noted by D.B. Elkonin [30], the child performs correlative and instrumental actions. In the process of assimilating them, the child begins to focus not just on individual things, but also on the connection between objects, which further contributes to the establishment of such connections in new conditions when independently solving practical problems. The transition from using ready-made connections shown to adults to establishing them independently is an important step in the development of thinking.

External, practical orienting actions serve as the basis and starting point for the formation of all forms of thinking. Persistent reproduction of the same simple actions and obtaining the expected effect (opening and closing boxes, making sounds and sounding toys, etc.) give the baby an extremely important sensory experience, which forms the basis for more complex, internal forms of thinking. This experience is unreflected, not conscious, it is still completely included in the fabric of direct, concrete action, but it is important that objects appear here not from the side of their practical consumer functions, but from the side of their abstract, general properties, the identification of essential and functional features that the child discovers and learns. Such knowledge captivates the baby and brings him new emotions - interest, curiosity, surprise, the joy of discovery. Cognitive activity and the development of thinking at an early age are manifested not only and not so much in the success of solving practical problems, but, above all, in the emotional involvement in such experimentation, perseverance and pleasure that the child receives from his research activities.

3 pages, 1016 words

“Theory and methodology of physical education and development of early childhood...

… 5. References………………………………………………………..p.21 1. Complex of pedagogical factors that negatively affect children’s health 1. Stressful pedagogical tactics. 2. Inconsistency of teaching methods and technologies with age...characteristics of motor abilities. Determine the connection between the development of motor abilities in children and the characteristics of their age, physical and neuropsychic development...

Repetition and reproduction of research actions leads to the formation of internal mental actions on their basis. Already at an early age, the child begins to perform actions that he performs in his mind, without external tests.

As L.A. Venger notes [4], thinking, as an internal mental function, initially lags behind the child’s practical activities. At an early age, it exists and develops within this practical activity: the child “thinks” by acting one object on another, correlating the sizes and properties of different objects, establishing a sequence of object actions and forming an image of his actions. The level of development of a child’s thinking and generalization is determined not only by his objective actions, but also by the development of speech.

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MAGAZINE Preschooler.RF

Formation of cognitive interest in children of early preschool age using experimental activities.

The process of cognition of a small person differs from the process of cognition of an adult. Adults understand the world with their minds, small children with their emotions. The cognitive activity of a 2-3 year old child is expressed, first of all, in the development of perception and meaningful objective activity.

Cognitive development is a continuous process. It begins immediately after birth and ends with the last breath. Every second a person receives some new information, compares it with what is already known, analyzes it, and remembers it.

The mental and mental development of a child is impossible without cognitive activity. Each age has its own capabilities, as well as individual needs for learning about the world. Everything that a baby gets acquainted with at this stage of life plays an important role for him in the future. The new information received is transformed into knowledge and, therefore, into experience.

There are two important components to consider in a child’s cognitive development.

Firstly, the actual information that the child receives from the outside world. Secondly, the child’s attitude towards the information he receives. In the first case, to improve the child’s cognitive development, it is important to analyze the following:

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c) how does a child know how to handle information? Depending on his age and level of development, relevance and clarity of information, a child can remember it or forget it, systematize it or analyze it...

The cognitive development of a child can be divided into two stages: obtaining new information and forming the child’s personal attitude towards it.

Each new skill gives the child the opportunity for new discoveries, and the older the young researcher, the more intense the development of cognitive abilities. If up to two years of age the cognitive process mostly occurs through movement, then later vision begins to predominate: the child learns to look at objects, gradually incorporating other methods of perception (smell, hearing, touch). By the age of five, a child has accumulated quite a large amount of knowledge. Speech acquisition plays an important role in a child’s cognitive activity. The larger the baby’s vocabulary, the more new information he is able to accept and understand. You can stimulate the development of cognitive activity through games and exciting activities. A child can learn new things everywhere: on a walk, on public transport, in a clinic. The main thing is that adults can competently talk about something new and have the imagination to come up with an interesting task for the child. For example, on the way to kindergarten you can tell what you saw. Ask your child: “What kind of transport do you see?” , “Count how many cars are white” , “What is white in nature?” .

When reading books, it is very important to talk about what the child heard and ask questions about the illustrations. The older the child, the more difficult the questions and tasks he can handle, and the more complex topics interest him.

In solving problems of sensory development, a significant role is played by the selection of toys and aids of different colors, shapes, and materials. You should select objects that are contrasting in one of the characteristics, but similar in others (for example, balls, cubes of the same color, but different in size). The variety of objects and their properties attracts children’s attention, and the emphasized differences and similarities of features deepen and clarify perception.

If in early infancy, the baby is characterized by unbridled curiosity and “responds” mainly to external effects, such as brightness of color, unusual shape, novelty of details, “originality and power of sound,” then in the 3rd year the child is captivated by the “hidden” properties of objects. It is important to note that “hidden” properties through targeted exploratory actions: stroking, tapping, applying to the ear, etc. The baby, as it were “studies” the object, discovering its properties “hidden” in its design, and the more “surprises” the research activity presents to him, the more interesting the situation itself is for him. The desire to explore also creates such a wonderful quality as curiosity. a “discoverer” in a child . He wants to experience everything himself (what will happen?), be surprised by the unknown, learn something new in the familiar. This is how experimentation begins. Search situations lead children to experimentation, i.e. that activity that allows the child to model in his mind a picture of the world based on his own experience and observations. It is necessary to make curiosity a manageable process. With the help of games with elements of experimentation it is possible to:

Continue to instill in the child a cognitive interest in the world around him. Develop his curiosity, understanding of the simplest cause-and-effect relationships in the “action-result” .
To foster the child’s cognitive activity, the desire to learn new things, observe, remember, compare, and experiment. Transfer the actions of playful experimentation into a useful direction, developing a caring attitude towards the environment.
To cultivate aesthetic feelings, the desire to protect and create beauty.
To practically acquaint the child with some phenomena of living and inanimate nature, to form ideas about some properties of objects, things, relations of the objective world (volume, mass, movement, speed, time, hollow, through, closed space, etc.).
Teach your child to express his impressions in words.
Enrich the child’s impressions with works of poetry and folklore.

"Colorful balls"

Goal: Use a game situation to familiarize the baby with such properties of water as the possibility of coloring it (takes on the color of paint, for example, when painting with a brush).

Material: Gouache and special cups filled 1/3 with clear water; white paper, balloon stencil in the form of a bag with a slot for colored inserts / I8x15cm/.

An adult draws attention to the fact that he has several paints, for example, red, green, blue, yellow, and on his sheet of white paper he “tests” each paint, names the color, tries to arouse keen interest in the child, rinses the brush in a glass of water . The leaf becomes colorful. The child remembers the names of each paint. Then the child acts independently under the guidance of an adult. First, the child is invited to work, for example, with red paint. A child applies red paint to a white sheet, an adult demonstrates the technique of blurring the paint. The child paints over the entire piece of paper. His attention is drawn to the fact that the water in the glass has turned red, especially after the brush has been washed. The red leaf is set aside to dry. A jar of colored water is placed nearby. Familiarization with other paints is carried out in the same way. After all the leaves have dried, they can be placed in a bag on which an image of a balloon (stencil) with a dark thread is cut out. The adult takes out the leaves one by one, and the “balls” change their color: “What color is the ball?” , “What is this one?” etc.

"Magic colors"

Purpose: To show how mixing three primary colors produces others. So, for example, combining yellow and blue gives green, red and yellow - orange; red and blue - Violet (lilac); red and black - brown, etc. Materials: Gouache, brushes, 4-5 empty transparent glasses.

The child chooses the color of paint with which he wants to paint; washes the brush in a glass, thus creating colored water. “Then the child paints with a different paint and rinses the brush in another glass, and water of a different color appears in the second glass. The child paints with all the colors one by one, rinsing the brush in a new cup each time. If the child repeatedly uses any paint, he washes the brush in a cup of the appropriate color. The adult collects all the glasses on one tray and invites the child to show a “trick ,” pours, say, red water into a clean glass and adds yellow water. “What have we done? What color is the water? - Orange. This color can be the sun, orange, tangerine, flowers . Similarly, an adult gets purple, green, brown, etc. Note. Three colors are considered basic: red, yellow, blue. It is when they are combined that all other colors of the spectrum are obtained. Shades (blue, pink, light green and other colors) are obtained by combining primary colors with white. At the end of the game, the drawing is examined and the child tells what he drew.

"Colored Ice"

Purpose: During the experiment, show the child how water, when cooled, turns into ice (frozen water).

Material: Polyethylene molds for playing with sand (5-7 pcs.); box of chocolates; a jug of clear water; colored water in glasses. Note. This activity can be the logical conclusion of the game situation described in the previous two games.

An adult talks with a child about winter, asks about its signs (snow, ice, cold). Emphasizes that in the cold water turns into ice: “We will make pieces of ice with you . Places the molds on the table. In front of the child’s eyes, he pours clear water into some molds and colored water into others. “When we go for a walk, we’ll take them out into the cold and see what we can do . The second part of the experimental activity uses a candy box to make beads . In the presence of children, colored water is poured into the molding packaging (it is advisable to alternate contrasting colors, for example, blue, yellow, green, red, purple, etc.). Then you should put a thick thread into the filled molds, which should freeze into pieces of ice in the cold. During a walk, an adult invites the child to see what happened to the water. When it’s time to go for a walk, an adult, in the presence of a child, takes out colored “strings of beads” and decorates a Christmas tree, paths or snowman with them outside.

"Find the bell"

Goal: To teach how to find a given object by auditory perception.

Material: Boxes (3-4 pcs.) in which sounding objects are placed, for example, a bell, pebbles, a rattle. One box remains empty.

The adult shows the child closed boxes and says that three boxes contain different objects, but one contains nothing. Asks you to find a box that is missing any items. He suggests how this can be done: “Twist the box, listen: is there something in there?” The kid finds a box that doesn't make a sound. “So it’s empty ,” explains the adult. In the second part of the lesson, the child determines by hearing what is in which box: the bell is ringing, the rattle is rattling, and the pebbles are knocking. If the baby finds it difficult, the adult helps. Subsequently, the child will develop a more subtle differentiation of sounds. The baby learns that the contents of the box can be determined by hearing. After experimentation, the game with found objects unfolds situationally, i.e. according to the child's plan.

"Sunny Bunny"

Purpose: Show how you can use a mirror to reflect a ray of sunlight, causing glare on walls or on grass, road, water.

Material: Small mirror (7-10 cm in diameter)

The game is played on a sunny day indoors or outdoors. A “sunny bunny” is the name given to a ray from a mirror surface; children are invited to watch how a bunny “runs” across the grass (on the street) and how it plays hide and seek (in the room). The game unfolds situationally at the request of the children: they can simply watch the sunbeam jump and ask them to play with the mirror themselves; the baby wants to catch a sunbeam and tries to pick it up; an adult and a child make “sunny bunnies” at the same time, each with their own mirror: one bunny “catches up” with the other, etc.

“Where does the sun spend the night?”

Purpose: To draw the baby’s attention to the fact that the sun changes its position in the sky during the day. The sunrise can be seen through one window, and in the evening the sun set can be seen from the other side, through another window.

In the morning, on a sunny day, an adult invites the children to “say hello” to the sun and offers to extend their palms to the sun: “Hello, hello, sunshine!

And now the toys will say hello to the sun: Stutterer, Mishka, the doll Nastya, and all our beloved friends, everyone says: “Hello, Sunny!” . During the day, if the children remain interested in observation, the adult draws their attention to the fact that the sun is no longer where it was; the sun is “walking” . In the evening, an adult shows the sunset and says: the sun is leaving, “setting” , hiding behind the horizon, going to “sleep” , to rest. “You see, in a completely different direction, you can watch it from the opposite window (on the western side). . ” We will meet the Sun again in the morning!” - explains the adult.

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