Cognitive development of preschool children in the conditions of Federal State Educational Standards of Education

Cognitive development of preschool children in the conditions of Federal State Educational Standards of Education

“Cognitive development of preschool children

in the conditions of the Federal State Educational Standard "DO"

It is known that preschool age is the age of formation and development of the most general abilities, which will improve and differentiate as the child grows older. One of the most important abilities is the ability to cognition.

Cognitive development of children is one of the important areas in working with preschool children. A child is born with an innate cognitive orientation that helps him adapt to new conditions of his life. Gradually, cognitive orientation develops into cognitive activity - a state of internal readiness for cognitive activity, manifested in children in search actions aimed at obtaining new impressions about the world around them. As the child grows and develops, his cognitive activity increasingly begins to gravitate towards cognitive activity. Developed cognitive activity is characteristic of adults.

The Federal State Educational Standard for Preschool Education (FSES DO) states that the work of a teacher should be aimed at developing cognitive activity and research skills in children.

The Federal State Educational Standard for Preschool Education identifies “Basic principles of preschool education,” among which is “the formation of the child’s cognitive interests and cognitive actions in various types of activities” (clause 1.4.7.).

Let's look at the basic concepts found in the Federal State Educational Standard for Education and directly related to the cognitive development of preschool children:

-cognitive development;

-cognitive interests;

-cognitive activity;

-cognitive actions.

Cognitive development is a set of quantitative and qualitative changes that occur in cognitive mental processes due to age, under the influence of the environment and the child’s own experience. The basis of cognitive development is the development of mental abilities. And abilities, in turn, are considered as conditions for successful mastery and performance of activities.

Cognitive interests are the child’s desire to learn new things, to find out what is unclear about the qualities, properties of objects, phenomena of reality, and the desire to delve into their essence, to find connections and relationships between them. Interest is a real and particularly important reason for any action, including cognitive ones. It is one of the constant, powerful motives of activity.

How do you know if your children in the group have educational interests? (Answers)

Of course, this is mainly evident in the quantity and quality of questions that children ask.

Do you remember what questions your children asked you recently? Why do questions change with age? (Answers)

Cognitive activity is a child’s activity aimed at studying the world and the surrounding space. In the process of this activity, the necessary methods, skills and abilities are mastered, with the help of which the child acquires knowledge. Cognitive activity presupposes the ability to focus one’s attention on the proposed material and act in accordance with the instructions of the teacher. The child strives to gain new experience and is interested in a positive assessment of his activities.

Cognitive actions are the activities of children, with the help of which they strive to acquire new knowledge, skills and abilities. At the same time, internal determination develops and a constant need is formed to use different methods of action to accumulate and expand knowledge and horizons.

Have you observed such actions in your children? (Answers)

Yes, besides questions, which are also a manifestation of cognitive actions, these are all research and experimental actions, with the help of which the child himself obtains the information he needs about the world.

Let's turn to the Standard and highlight the main points that are in one way or another related to the cognitive development of preschoolers.

Let's look at the first section of the Standard and find points related to the cognitive development of preschoolers.

In paragraph 1.2. it is said that the Standard was developed on the basis of the Constitution of the Russian Federation and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of the Child, which are based on the basic principles. One of them: implementation of the Program in forms specific to children of a given age group, primarily in the form of games , cognitive and research activities,

in the form of creative activity,

P.1.4.7.

The main principle of preschool education is the formation of
cognitive interests
and
cognitive actions
of the child in various types of activities.

Let's turn to the second section of the Federal State Educational Standard. Do you remember what it's called?

Yes, these are requirements for the structure of the educational program and its volume. Here, among other educational areas, the content of cognitive development is determined.

Clause
2.6
defines five areas of child development and education (educational areas), one of which is “cognitive development”.

Cognitive development involves:

— development of children’s interests, curiosity and cognitive motivation; -formation of cognitive actions, formation of consciousness; -development of imagination and creative activity; - the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and peace, causes and effects, etc.); - the formation of primary ideas about the small homeland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

Clause 2.7.

The specific content of educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play,
cognitive and research activities - as cross-cutting mechanisms of child development)
This

three
cross-cutting mechanisms
are
those
types of activities that are leading for a preschooler at different stages of his
development
and continue to remain very significant throughout the entire period of preschool childhood.
: in infancy (2 months - 1 year)
- direct emotional communication with an adult, manipulation with objects and
cognitive-exploratory actions,
perception of music, children's songs and poems, motor activity and tactile-motor games;
at an early age (1 year - 3 years)
- object-based activities and games with composite and dynamic toys;
experimenting with materials and substances (sand, water, dough, etc.),
communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household objects (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity.

READ

In Object activity, children learn such properties as color, shape, surface character, weight, location in space, temperature, etc. This activity helps children solve the problem through trial and error, i.e. with the help of visual and effective thinking. In Experimenting with sand, water, dough, etc. properties hidden at first glance are revealed: water flows, it is wet, objects sink or float in it….

From Communication with adults, children learn a huge amount of necessary information: the names of objects, actions, properties, the attitude of adults to everything around them. Joint games with peers under the guidance of adults allow children to apply the knowledge and skills acquired earlier. Self-care and actions with household objects-tools enrich children's sensory experience, create conditions for the development of visual and effective thinking, develop small muscles, which has a beneficial effect on the formation of the frontal lobes of the children's brain.

Poems, fairy tales, songs not only provide emotional pleasure, but also enrich children’s ideas about the world, taking it beyond the limits of the directly perceived.

Looking at pictures helps enrich sensory experience and develop visual-figurative thinking.

Motor activity, to a lesser extent, but also affects the cognitive development of children. Firstly, it relieves stress, and in addition, here children receive a lot of information about their own body, its capabilities, and learn to understand through outdoor games.

For preschool children (3 years - 8 years)

- a number of types of activities, such as gaming, including role-playing games, games with rules and other types of games, communicative (communication and interaction with adults and peers),
cognitive-research (researching objects in the surrounding world and experimenting with them),
as well as perception of fiction and folklore, self-service and basic household work (indoors and outdoors), construction from various materials, including construction sets, modules, paper, natural and other materials, fine art (drawing, sculpting, appliqué), music (perception and understanding the meaning of musical works, singing, musical-rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity.

The most important indicator of the development of a preschool child is the level of his mastery of various types of children’s activities, which, on the one hand, serves as the source and driving force for the child’s development, and on the other hand, it is in them that all his achievements are most clearly manifested.

Types of activities in which the content of children’s cognitive development is most effectively realized:

gaming, communicative, cognitive-research, perception of fiction and folklore, self-service and basic household work, design, visual, musical, motor.

In preschool age, play comes first in importance among the types of activities in which cognitive development occurs.

The main types of games are role-playing, directing, theatrical, because in these games the child’s desire for independence and active participation in the life of adults is satisfied. A game for a preschooler performs the same function as a textbook for schoolchildren; it helps to understand what is happening around them.

Communication activity, compared to communication at an early age, becomes more meaningful.

Children are able to express their opinions, ask “chains” of questions, discuss serious issues, and insist on something.

Cognitive and research activities, when properly organized, teach children to see a problem, look for ways to solve it, record the result, analyze the data obtained.

Introducing children to reading fiction and folklore allows us not only to replenish children’s literary baggage, but also to raise a reader who is capable of feeling compassion and empathy for the characters, and identifying himself with the characters of the book.

Self-service and basic household work become noticeably more complicated and allow children to identify more properties of objects and gain new knowledge.

Construction, visual activity, and musical activity, of course, mainly solve the problems of the artistic and aesthetic development of children, but at the same time they learn a lot about the means and materials with which they work, and get acquainted with works of art.

As part of motor activities, we introduce children to various sports, famous athletes, the Olympic Games, and form ideas about a healthy lifestyle.

Thus, we can conclude that each type of activity makes it possible to realize the content of cognitive development, integrating it with other educational areas.

P.3.1. Requirements for the conditions for the implementation of the Program include requirements for the psychological, pedagogical, personnel, material, technical and financial conditions for the implementation of the Program, as well as for the developing subject-spatial environment. The conditions for the implementation of the Program must ensure the full development of the personality of children in all main educational areas, namely: in the areas of social-communicative , cognitive

, speech, artistic, aesthetic and physical development of children’s personality against the background of their emotional well-being and positive attitude towards the world, towards themselves and towards other people.

According to clause 3.3.4. The organization of the educational space and the variety of materials, equipment and supplies (in the building and on the site) should ensure:

-game, cognitive, research and creative activity

all pupils, experimenting with materials available to children (including sand and water);

- emotional well-being of children in interaction with the subject-spatial environment; - periodic change of play material, the emergence of new objects that stimulate play, motor, cognitive and research activity of children...

3.2.5.

The conditions necessary to create a social situation for the development of children that corresponds to the specifics of preschool age presuppose:

2) ...non-directive assistance to children, support for children’s initiative and independence in various types of activities (play, research, project, cognitive

etc.);
4) construction of variable developmental education, focused on the level of development that is manifested in the child in joint activities with adults and more experienced peers, but is not updated in his individual activities (hereinafter referred to as the zone of proximal development of each child
)…

Zone of Proximal Development (ZPD)

- the level
of development
achieved by a child in the process of his interaction with an adult, in the course of joint activities with him, but not manifested within the framework of individual activities.
The concept of “zone of proximal development ”
was first discovered by L. S. Vygotsky in the early 1930s and is considered as one of the most important in
developmental
and educational psychology.

To determine the zone of proximal development

it is necessary to know the zone
of current development
.

Current development zone

- these are the child’s mental functions, abilities and skills that have already been formed and matured, and the child performs tasks related to these abilities and skills without the help of adults.
Children grow very quickly: what required help today will be done independently tomorrow. In the zone of proximal development, tasks are solved
that the child is not yet confident in performing independently and needs help.
The tasks that children do today with the help of an adult will be done by themselves tomorrow, and this will already become an actual development
.
In other words, when a skill moves into the zone of actual development
, it opens up new opportunities for the child, since mastered actions are the support for further
development
.
Conversely, every action for which a child has to strain mentally or physically spurs his development
.
And this is very important to understand! of development
occurs .

The third section of the Federal State Educational Standard defines “Requirements for the conditions for the implementation of the basic educational program of preschool education.”

There are no special requirements for the conditions for the implementation of the educational field “Cognitive Development”. All requirements for the psychological and pedagogical conditions for organizing the educational process should be taken into account.

Of course, if a child feels like a significant person, understands that he is respected, he is taken into account, he is confident in himself and makes his own efforts to acquire the necessary knowledge. In this case, the child is not afraid to make mistakes and asks questions in order to solve the problem correctly.

A child strives for independence, but he cannot understand the world without the help of an adult. It is important what position the teacher chooses.

At a young age, the teacher acts as a source of information for the child. At an older age, the teacher creates conditions and guides cognitive activity. Therefore, the best position is that of a partner who is knowledgeable, capable and authoritative, whom you want to imitate. In this case, it is possible to “Build educational activities based on the interaction of adults with children, focused on the interests and capabilities of each child...” (clause 3.2.1.(3)).

But children learn not only from the teacher, but also from other children. It is easier to imitate peers, especially if there is “adult support for children’s positive, friendly attitude towards each other and children’s interaction with each other in various activities” (clause 3.2.1.(4)).

Cognitive development presupposes some “discoveries” of the child, solving some problems that are significant for him independently. This becomes possible with “Supporting children’s initiative and independence, allowing children to choose materials and types of activities” (clause 3.2.1.(5,6)).

As an important condition for cognitive development, the Federal State Educational Standard for Preschool Education names “Developmental subject-spatial environment, which should ensure playful, cognitive, research activity of all pupils, experimentation with available materials (including sand and water) (clause 3.3.4.( 1)).

The fourth section of the Federal State Educational Standard for Preschool Education “Requirements for the results of mastering the basic educational program of preschool education.”

These requirements formulate targets. It is now important for us to highlight those targets that allow us to assess the effectiveness of the cognitive development of preschool children.

Remember the term in which these requirements are formulated?

Yes, these are targets

. It is now important for us to highlight those targets that allow us to assess the effectiveness of the cognitive development of young children and preschoolers.

So, for the early ages

It is important that the child is interested in surrounding objects, actively interacts with them and with toys, showing persistence in achieving results.

Preschoolers can achieve more

.

Firstly, they master the basic cultural methods of activity, show initiative and independence in play, cognitive and research activities, and construction.

They have a more developed imagination, and this is one of the cognitive mental processes.

An important indicator of cognitive development is the manifestation of curiosity. This means that the child asks questions, is interested in cause-and-effect relationships, and tries to independently come up with explanations for natural phenomena and people’s actions.

Another indicator of successful cognitive development is the tendency to experiment.

The presence of knowledge about oneself, the natural and social world in which a preschooler grows up is also one of the target guidelines that characterizes the child’s quality of preschool childhood and his readiness for school.

By the end of his stay in kindergarten, we must help the child master basic concepts in the field of natural science, mathematics, and history. To teach, based on one’s own knowledge, to make independent decisions in different types of activities.

You should also pay attention to the point

4.7. The Program's targets serve as the basis for the continuity of preschool and primary general education. Subject to compliance with the requirements for the conditions for the implementation of the Program, these targets assume the formation of prerequisites for educational activities in preschool children at the stage of completing their preschool education.

Prerequisites for educational activities

-Nurturing cognitive interests and needs. In a state of interest, all human powers arise. If a child learns everything that is required of him without interest or passion, then his knowledge will be formal. Such training will not foster the development of an inquisitive, creative mind.

— Children’s mastery of general methods of action, i.e., methods that allow them to solve a number of practical or cognitive problems and identify new connections and relationships. Development of educational activities ,

perhaps, first of all, on the basis of the child’s conscious identification of a method of action.

— Independently finding ways to solve practical and educational problems. Already at preschool age, when solving practical problems, a reorientation of children’s consciousness occurs from the final result to ways to achieve it. Children begin to comprehend their actions and their results, that is, to realize the way through which new knowledge is acquired. Such awareness increases the success of their formation of new cognitive actions, and at the same time the formation of new, more complex knowledge.

— Teaching children to control the way they perform their actions. Since educational activity is carried out on the basis of a sample of actions, then without a comparison of the action actually performed by the child with the model, that is, without control, the educational activity is deprived of its main component. Preparation for educational activities begins with the formation of the skills to control and evaluate one’s actions.

The core of cognitive development is the development of mental abilities. And abilities, in turn, are considered as conditions for successful mastery and performance of activities. The tasks set by the Standard include the following formulation: “the formation of a general culture of children’s personality, including the values ​​of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities ” ( clause 1.6.6.).

Cognitive development involves the cognitive activity of a preschooler. And in order to support cognitive activity, it is necessary to rely on the cognitive interest of children.

Cognitive interest plays a major role in the pedagogical process. I.V. Metelsky defines cognitive interest as follows: “Interest is an active cognitive orientation associated with a positive, emotionally charged attitude towards studying a subject with the joy of learning, overcoming difficulties, creating success, with self-expression and affirmation of a developing personality.”

Cognitive interest, as the basis of cognitive development, consists of the following interrelated processes: - intellectual

— logical actions and operations (analysis, synthesis, generalization, comparison);
- emotional
- the experience of success, the joy of learning, pride in one’s achievements, satisfaction with one’s activities;
- regulatory
- volitional aspirations, focus, persistence, attention, decision making;
- creative
- imagination, creation of new models, images.

Cognitive interest is exploratory in nature. Under his influence, students constantly have questions, the answers to which they themselves must find. At the same time, the preschooler’s search activity is carried out with enthusiasm, he experiences emotional uplift, joy from luck, joy from the process of acquiring knowledge. When experiencing failures, he strives to overcome them through an effort of will.

Galina Ivanovna Shchukina was actively involved in the problems of cognitive interest in pedagogy. She viewed the development of cognitive interest as a step-by-step process. The following stages (stages) of its development are distinguished:

-curiosity;

-curiosity;

-cognitive interest;

-creative interest.

1. Curiosity

- this is the elementary stage of a selective attitude, caused by purely external, often unexpected, new or unusual circumstances that attract the child’s attention. It is shallow, superficial and most often dries up after a quick acquaintance with the object. The curiosity stage is typical for children aged 2 to 4-5 years. Curiosity is seen as a manifestation of situational interest. As an example of the manifestation of curiosity in a preschooler, we can cite the fact that at 2-3 years old a child focuses on the brightness of an object, without paying much attention to its essence.

This stage does not yet reveal a genuine desire for knowledge. And, nevertheless, it can serve as its initial impetus.

2. Curiosity

- the next stage, at which the interest is deeper, and it comes not from the unusualness and novelty of the object, but from the researcher himself. Curiosity is based on an innate research instinct; it is a powerful stimulant in cognitive activity.

At this stage, as a rule, strong emotions of surprise, joy of learning, delight, and satisfaction with the activity appear. Of course, in addition to emotions, there is also such a form of mental reflection as will. When raising a child, it is very important that curiosity develops in time into a love of knowledge - inquisitiveness, and the latter into a stable mental formation - a cognitive need.

An inquisitive child is inquisitive, active, and finds pleasure in intellectual and independent activity. Preschoolers, who have well-developed curiosity, always strive to get to the bottom of a phenomenon; they are interested in understanding how this or that object works, what happens to the object under different conditions. It is curiosity that pushes them to ask questions and look for answers, make assumptions and confirm or refute them using various ways of knowing.

In older preschool age, thanks to curiosity, active thinking is formed, cognitive and research skills are acquired, and children’s horizons and interests expand.

There are no uninteresting topics for an inquisitive child; any discussion will arouse keen interest in him. Curiosity allows you to establish contact with different people and gain popularity among your peers.

Thanks to curiosity, preschoolers’ mental activity is activated, performance increases, and at the same time, it is curiosity that helps reduce fatigue and internal tension.

The development of curiosity gives a person advantages in adult life, such as: works faster with information, knows how to work with new ideas, develops, is an interesting conversationalist, and is also flexible, can easily switch from one type of activity to another.

An example of the manifestation of curiosity is the fact that a child often asks questions of a cognitive nature, for example: “Why is the grass green?”, “Why does a cow have a tail?”, “Why don’t trees fall?”, “Why does the sun shine?”, “Why will children be born?” For the development of children's curiosity, an adult's ability to answer such questions is of particular importance.

To summarize, we can say that an inquisitive child:

- shows activity;

Strive to acquire new knowledge;

- receives joy and pleasure from the process of acquiring knowledge.

3. Cognitive interest is characterized by increased stability, a clear selective focus on the subject being learned, and valuable motivation in which cognitive motives occupy the main place. Cognitive interest facilitates the preschooler’s penetration into essential relationships, connections, and patterns of mastering reality. A manifestation of cognitive interest should be considered the child’s desire to independently answer questions posed, for example, during experimentation or exploration of the world around him.

4. Theoretical interest: learned theoretical questions, in turn, are used as tools of knowledge. This stage characterizes a person as a doer, a subject, a creative person.

All these steps are interconnected and represent complex combinations.

Cognitive interest enriches and activates the process of not only cognitive, but also any other human activity, since the cognitive principle is present in each of them. Therefore, our task as teachers is to form cognitive interest and develop the cognitive, creative activity of children.

Each of us has our own, already tested ways of activating cognitive interest, which we sometimes consciously and sometimes intuitively use in the educational process, regardless of the content of a specific topic and the educational field as a whole.

Method of educational games (charades, riddles, didactic games). The use of this method creates a joyful working mood in preschoolers, facilitating the transition from play to intellectual activity.

During games, children have to analyze, compare, and generalize in order to come to the right conclusions.

The method of emotional stimulation is implemented through competitions between groups or individual students.

It is well known that competition helps children experience success, the joy of learning, and pride in their achievements, which in turn affects the child’s emotional processes.

A method of creating problematic situations, for example, as a motivating beginning of GCD (thus, there is a feeling of group cohesion in finding a solution, and mental abilities are activated when analyzing the current situation).

The development of curiosity, research and speech skills is facilitated by heuristic conversations, which are based on questions and problems. A heuristic conversation is a question-and-answer form of communication between a teacher and children, when the teacher, instead of imparting ready-made knowledge to children, forces them to come to new concepts and conclusions. This is done through correctly posed questions on the part of the teacher and the use by children of their experience, existing knowledge and observations. In pedagogy, this method is called problem-based learning. An example of using question-problems during a conversation: “Why do tree branches have sufficient flexibility in the warm season, but become brittle in cold weather?”, “Why are some species of birds migratory?”

Using reference signals. Signal cards teach you to highlight the main and most important things, teach you to find and establish logical connections, and develop the ability to work independently.

The use of additional, visual means (ICT, work with educational literature) contributes to the development of creative imagination, analytical thinking, and emotionally enriches educational activities.

Effective methods for the cognitive development of preschoolers include the project method, which ensures the development of children’s cognitive interests, the ability to independently construct their knowledge and navigate the information space, and the development of critical thinking. This type of work involves the joint research activity of children and the teacher and, as an option, parents. In achieving the cognitive goal of the project, not only the child’s thinking abilities are used, but also creative skills. The teacher encourages independent construction of the course of observations and experiments, and only if necessary directs the student’s actions.

TRIZ technologies. The theory of inventive problem solving (TRIZ) came to pedagogy from the engineering field and is effectively used in working with young children and schoolchildren. The essence of TRIZ technologies is to encourage the child to independently construct an algorithm of actions to solve the problem that has arisen. This method is used outside the educational process: “Is the toy not working? Determine what happened. A wheel breaks, think about how you can fix it. Compare the broken wheel with those that are in good working order.” In kindergarten, TRIZ technologies are most often implemented in the form of game tasks: “Oh, our doll Masha the Confused One has lost her cup, how can she drink juice now? And now the doll can’t find an umbrella, how can she get to her grandmother in rainy weather?” This method of work contributes to the development of an analytical type of thinking.

One of the ways to develop cognitive interest and curiosity is children's experimentation, which should become the main part of classes. Observing in practice the manifestation of various natural patterns, children acquire an interest in their discovery, in discovering what is common in specific manifestations of reality.

Also, the use of visual material when organizing experimental activities is of great importance.

Here we are not talking about the visual materials traditionally used in GCD - posters, illustrations, cards with diagrams. Research activities are accompanied by a mandatory stage of work - documenting the information received. The teacher should draw the children's attention to the fact that scientists (researchers and inventors) write down their observations and conclusions that they come to in the process of studying any phenomena or properties of various objects.

To record observations of preschoolers, the following forms can be used:

Research cards. The children fill out special forms, which are then compiled into a file cabinet of observations and experiments.

Personal diary of observations. This form offers more room for creativity and expression of individuality than cards. Children can be allowed to make notes, sketches, and diagrams in their diary.

Stands. You can record children's experimentation by designing stands: hanging a plan for conducting experiments, diagrams and photographs with the results.

Lapbooks are hand-made folding books on the topic of research carried out (“Water”, “Weather”, “Insects”, “Properties of Air”, etc.). Templates can be used to create such books. It can accommodate a huge amount of material on the topic, presented in the form of cards, illustrations, diagrams, educational games, etc.

Photo gallery: visual materials for recording research activities in kindergarten.

Research cards display the results of observations Making a lapbook helps children study an object comprehensively

The observation log displays the results of daily research

Development of cognitive activity in preschoolers; methodological development (senior group) on the topic

Municipal budgetary preschool educational institution kindergarten No. 45 “Volchok”

Self-education plan:

"Development of cognitive

activities of a preschooler."

Educator: Burkovskaya G.V.

Surgut 2022

INTRODUCTION

One of the main aspects of the development of preschool children is the formation of their cognitive interests. The cognitive activity of preschoolers is very high: every answer from an adult gives rise to new questions. Modern children live and develop in the era of information technology. In a rapidly changing life, a person is required not only to possess knowledge, but also, first of all, to be able to obtain this knowledge himself and operate with it, to think independently and creatively. We want to see our students as inquisitive, sociable, independent, creative individuals who can navigate their surroundings and solve emerging problems. The transformation of a child into a creative personality depends largely on us, teachers, on the technology of the pedagogical process; in this regard, one of the main tasks of a preschool educational institution is the formation of cognitive interests and cognitive actions of the child in various types of activities

According to the position of D. B. Elkonin, a preschool child, through the leading type of activity, learns the meaning of human activity. At preschool age, the child’s motivational-need sphere is formed. At this age, he is looking for answers to questions about why something should be done, accomplished, taught. Finding answers to these questions is one of the values ​​of this age. The cognition of a child, to a much greater extent than the cognition of an adult, is affective, event-based and individual.

GOAL: targeted development of the child’s personality and cognitive mental processes that underlie successful schooling.

TASKS:

1. promote the development of cognitive processes: memory, attention, thinking;
2. develop communication skills;
3. promote the development of the emotional-volitional sphere;
4. develop the creative abilities of preschoolers;
5. develop fine motor skills and coordination;
6. develop social behavior skills;
7. promote increased self-confidence and development of independence;

develop a positive attitude towards peers

To solve the problems, the following methods were used: study and analysis of psychological, pedagogical, methodological and educational literature on the topic; pedagogical observations, conversations.

In the course of teaching activities, the theoretical aspects of cognitive activity were studied, which is an active activity in the acquisition and use of knowledge. It is characterized by the child’s cognitive activity, his active transformative position as a subject of this activity, which consists of:

– the ability to see and independently set cognitive tasks;

– outline an action plan;

– select ways to solve the problem;

– achieve results and analyze them.

In the process of cognitive activity, the child’s cognitive development occurs, that is, the development of his cognitive sphere (cognitive processes) - visual and logical thinking, voluntary attention, perception, memory, creative imagination.

At the beginning of the 2016-2017 academic year, according to the results of a diagnostic study, the level of development of the group’s cognitive activity was 70%, at the end - 82%.

This indicates that pedagogical reality proves every day that the learning process is much more effective if the child demonstrates his cognitive activity.

Namely, activity is a necessary condition for the development of a child. In the process of activity, life experience is acquired, the surrounding reality is learned, knowledge is acquired, skills and abilities are developed, thanks to which the activity itself develops.

What is the role of the teacher in the development of cognitive activity?

In my opinion, the goal of a teacher’s work to develop cognitive activity is to develop the creative abilities of preschoolers. A means of developing children's cognitive abilities is the skillful use of such methods and techniques that ensure high activity of preschoolers in educational cognition.

The methods and techniques for forming experience that the teacher uses must take into account the level of children’s cognitive abilities, because impossible tasks can undermine the pupils’ self-confidence and will not give a positive effect. In their pedagogical work, methods and techniques for the development of cognitive activity were actively used in educational activities. They were implemented both in individual and group form, in regime moments. For example, the following topics were considered: “Autumn is walking along the path”, “Mother’s Day”, “What winter will give us, what will make us happy”, “The history of the Christmas tree decoration”, “Good deeds”, “Magic that helps”, “Children’s Week books”, “House of Kindness”, etc.

Therefore, the teacher’s system of work for the development of pupils’ cognitive activity should be built taking into account the gradual and purposeful development of the creative cognitive abilities of preschool children and the development of their thinking. During the learning process, the child carries out various actions in which basic mental processes appear: sensation, perception, imagination, thinking, memory, etc.

The cognitive activity program involved long-term planning of educational activities 2 times a week, with experiments and experiments, opening up a new world of objects and inanimate natural phenomena for preschoolers.

During the GCD, 3-4 experiments were carried out, depending on the complexity, in the form of a game-experimentation in the children's laboratory “The Unknown is Nearby”, always with a surprise moment, or with an unusual object, etc. The main form of children's cognitive activity, which was actively used, was experiments. Children with great pleasure carried out experiments with objects of inanimate nature: sand, clay, snow, air, stones, water, magnet, etc. For example, the problem was posed: to make a figurine from wet and dry sand. The children discussed what kind of sand was being molded and why. Examining the sand through a magnifying glass, they discovered that it consists of small crystals - grains of sand, this explains the property of dry sand - flowability.

The following topics were considered: “Magic tricks of Electron”, “Invisible air”, “Snowflake on the palm”, “Miracles with a magnet”, “Transforming water into ice”, etc. In the works of many domestic teachers (G. M. Lyamina, A P. Usova, E. A. Panko and others) talk about the need to include preschoolers in meaningful activities, during which they themselves could discover more and more new properties of objects. Their similarities and differences. About giving them the opportunity to acquire knowledge on their own. Relationships with children are built on the basis of partnership. Collaborative skills are developed. A child who feels like a researcher, who has mastered the art of experimentation, overcomes indecision and self-doubt. He develops initiative, the ability to overcome difficulties, experience failures and achieve success, the ability to evaluate and admire the achievement of a comrade, and readiness.

Thus, on the basis of knowledge of current theories about cognitive activity, the teacher’s task is to form the correct cognitive experience of a preschooler. The student must develop the motivation to achieve success and, conversely, it is necessary to reduce the desire to avoid failure. A child needs to grow up to be a self-confident person, capable of developing his personal and moral achievements.

Thanks to cognitive interest, both knowledge itself and the process of acquiring it can become a driving force in the development of intelligence and an important factor in the education of the individual. Gifted children are characterized by a strong desire to learn and explore the world around them. The child does not tolerate restrictions on his research, and this property, manifested quite early at all age stages, continues to be his most important distinguishing feature. The best way of personal development, the real guarantee of high intelligence, is a sincere interest in the world, manifested in cognitive activity, in the desire to use every opportunity to learn something.

Diagnostic work

During the program, the teacher monitors the children’s results using tests, creative tasks, open classes, diagnostics, and parent surveys.

To track the dynamics of the development of students’ mental processes, an individual diagnostic card and a summary diagnostic table based on the diagnostic results are compiled.

Summing up the results of the program implementation is carried out in the form of diagnostic measures to determine the level of readiness of children for school, as well as group and individual consultations for parents

Evaluating the effectiveness of using the program

This program is carried out by me throughout the year. At the end of the year, the children learned to accept a learning task, accept teaching assistance, and think figuratively and logically. Children have fairly well developed voluntary attention, visual and auditory memory, and imagination; the motives for teaching are formed.

In the process of attending classes, children learn to accept and understand the learning task; develop graphic and mathematical skills, the ability for initial forms of generalization, classification and formation of elementary concepts; develop the ability to voluntarily regulate activity in accordance with given standards.

Literature

1. Educational program for preschool education "Mosaic" edited by V.Yu. Belkevich, N.V. Grebenkina, I.A. Kildysheva
2. Agafonova I.N. Express diagnostics of school readiness St. Petersburg 1997
3. Dubrovina I.V. I work as a psychologist... M., 1999.

4. Origins: Model educational program for preschool education. — 5th ed. - M.: TC Sfera, 2014. - 161 p.

1. Konovalenko S.V. Development of cognitive activity in children from 6 to 9 years old. M., 2000.
2. Lyutova E.K., Monina G.B. Cheat sheet for adults. M., 2000.
3. Matveeva L.G. Practical psychology for parents, or what I can learn about my child. M., 1999.
4. Matytsin V.P. Prepare your hand for school - Tver. 1993
5. Mukhina V.S. Age-related psychology. – M.1997
6. Nartova – Bochaver S.K. Back to school soon! (exciting preparation of children for first grade). M., 1995.
7. Savina L.I. Finger gymnastics. – M., 1999

Contents of the educational area “Cognition”

Develop general ideas about sets: the ability to form sets on given grounds, to see the components of a set in which objects differ in certain characteristics.
Practice combining, supplementing sets, removing parts or individual parts from a set. To consolidate the ability to establish relationships between individual parts of a set, as well as the whole set and each of its parts based on counting, making pairs of objects or connecting objects with arrows. Improve the skills of quantitative and ordinal counting within 10. Introduce counting within 20. Introduce numbers of the second ten. To consolidate an understanding of the relationships between numbers in the natural series (7 is more than 6 by 1, and 6 is less than 7 by 1), the ability to increase and decrease each number by 1 (within 10). Strengthen the ability to name numbers in forward and reverse order (oral counting), the next and previous number to the one named or indicated by a number, and identify the missing number. Introduce the composition of numbers from 0 to 10. Develop the ability to decompose a number into two smaller ones and make a larger one from two smaller ones (within 10, on a visual basis). Introduce coins in denominations of 1.5, 10 kopecks, 1.2, 5.10 rubles (distinguishing, setting and exchanging coins). Learn to visually compose and solve simple arithmetic problems involving addition (the smaller is added to the larger) and subtraction (the subtracted is less than the remainder); When solving problems, use action signs: plus (+), minus (-) and the equal sign (=). Magnitude
To consolidate the ability to count according to a given measure, when not one, but several objects or part of an object is taken as a unit of counting.
Strengthen the ability to divide an object into 2-8 or more equal parts by bending the object (paper, fabric, etc.), as well as using a conventional measure; correctly designate parts of a whole (half, one part of two (one second), two parts of four (two fourths), etc.); establish the ratio of the whole and the part, the size of the parts; find parts of a whole and a whole from known parts. Develop initial measurement skills. Develop the ability to measure the length, width, height of objects (straight line segments) using a conventional measure (checked paper). Strengthen children's ability to measure the volume of liquid and granular substances using a conditional measure. Give an idea of ​​the weight of objects and how to measure it. Strengthen the ability to compare the weight of objects (heavier - lighter) by weighing them on the palms of your hands. Introduce scales. Develop the idea that the result of a measurement (length, weight, volume of objects) depends on the size of the conditional measure. Form
Refine your knowledge of known geometric figures, their elements (vertices, angles, sides) and some of their properties.
Give an idea of ​​a polygon (using the example of a triangle and a quadrilateral), a straight line, a segment, a straight line. Strengthen the ability to recognize figures regardless of their spatial position, depict, arrange on a plane, arrange by size, classify, group by color, shape, size. Strengthen the ability to model geometric shapes; make one polygon from several triangles, one large rectangle from several small squares; from parts of a circle - a circle, from four segments - a quadrangle, from two short segments - one long, etc.; construct figures based on verbal descriptions and listing their characteristic properties; compose thematic compositions from figures according to your own plans. Strengthen the ability to analyze the shape of objects as a whole and their individual parts; recreate objects of complex shape from individual parts using contour patterns, descriptions, and presentation. Orientation in space
Teach children to navigate in a limited area (sheet of paper, blackboard, notebook page, book, etc.);
place objects and their images in the indicated direction, reflect in speech their spatial location (above, below, above, below, left, right, left, right, in the upper left (lower right) corner, in front, behind, between, next to, etc. .). Introduce the plan, diagram, route, map. Develop the ability to model spatial relationships between objects in the form of a drawing, plan, diagram. To develop the ability to “read” the simplest graphic information indicating the spatial relationships of objects and the direction of their movement in space: from left to right, from right to left, from bottom to top, from top to bottom; independently move in space, focusing on conventional designations (signs and symbols). Time orientation
Give children basic understanding of time: its fluidity, periodicity, irreversibility, the sequence of days of the week, months, seasons.
To consolidate the ability to use words and concepts in speech: first, then, before, after, earlier, later, at the same time.
Develop a “sense of time”, the ability to save time, regulate your activities in accordance with time; distinguish the duration of individual time intervals (1 minute, 10 minutes, 1 hour). Develop the ability to tell time using a clock with an accuracy of 1 hour.

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so UNT / Preschool education / System of indicators of competence development of children

Educational field COGNITION

06.04.2013 12431 1156

Introduction

Educational field COGNITION

Having been born, the baby began his long and difficult journey in our world. In order to define yourself in it, to find your place - the true place of Man, you need to know this world, be able to navigate in it.

A child's cognitive development is a complex process. It has its own directions, patterns and features.

The goal of cognitive development is the formation of the child’s cognitive interests, needs and abilities, his independent search activity based on emotional and sensory experience.

Tasks of cognitive development of preschool children

:

§ expand your horizons through familiarization with the knowledge of the world accumulated by humanity.

§ develop cognitive interests (perception, memory, imagination, thinking) and mental operations (analysis, synthesis, comparison, generalization, classification, etc.) in accordance with the age norm

§ to make a conditions. promoting the fulfillment and maintenance of selective interests, the emergence of independent cognitive activity of the child

§ to form a positive attitude towards the world based on emotional and sensory experience

To achieve success, a child’s cognitive development must be developed as follows:

§ direct cognitive activity to obtain information that goes beyond the limits of directly perceived reality

§ help to establish connections and dependencies in the accumulated and received information about the world

§ to promote the further development in children of a caring attitude towards objects, the formation in the child of the position of a creator, helper, friend of representatives of the animal and plant world

§ create conditions conducive to identifying and maintaining the child’s first selective interests.

Full cognitive development requires the necessary coordination of the efforts of all adults surrounding the child.

Interaction and cooperation is, first of all, a dialogue that constantly enriches all partners and participants in the educational process.

The interaction of kindergarten teachers and parents is a necessary condition for the normal development of the cognitive sphere.

Early age from one to 2 years

The second year of a child’s life is characterized by the following most important features: he begins to speak and walk; masters different ways of working with objects.

Communication with adults is still a primary condition for the development of cognitive interest in the world around us.

At the 2nd year of life, a new, higher form of communication is formed in the child - cooperation,

during which children master cultural patterns of actions with objects. At the beginning of the 2nd year of life, children’s ideas about objects and methods of their actions with them are specific, situational, characterized by low generality, fragility, and instability.

The cognitive development of children of the 2nd group of early age is carried out through structural components.

· Orientation in the properties of objects

Develop basic understanding of toys

To form generalized methods of examining the sensory properties and qualities of objects - feeling, examining, comparing, juxtaposing, etc.

Teach children to use objects as a means to an end.

· Understanding the world around us

Develop visual and effective thinking.

To form the child’s elementary ideas: about himself, about loved ones, about food, about the immediate surrounding environment.

· Construction

To develop an interest in design and to involve in the creation of simple structures.

· Basics of ecology

To form ideas about living and inanimate nature: about animals living nearby, about plants at home, about natural phenomena.

· Elementary experimental activities

Develop ways to solve practical problems using various tools (cubes, sticks, household items, etc.).

· Elementary mathematical representations

Develop sensory skills by grouping objects by color, shape, size, promote memorization and recognition of objects by their most characteristic features and properties.

· Working with information

Create situations that facilitate the acquisition of new information about sounds, objects, toys.

1st junior group

(from 2 to 3 years)

The world of a two-year-old child is separate, concrete, real objects and subjects, between which there are practically no connections or dependencies.

A two-year-old child learns about the objective environment of the world in a way accessible to him - with the help of analyzers and manipulation with objects. A 2-3 year old child learns according to the principle “What I see, what I act with, that is what I know.”

Peculiarities of cognition in children aged 2-3 years (the object of cognition must be specific, real, visible, accessible for manipulation).

The cognitive development of children of the 1st junior group is carried out through the structural components of the content of the educational field.

· Orientation in the properties of objects

To promote memorization and recognition of objects by their most characteristic features and properties.

Develop coordination movements of the hands and fine movements of the fingertips.

Demonstrate and encourage play with objects.

· Understanding the world around us

Support the child’s natural desire to explore objects, objects and phenomena of the immediate environment, contribute to the accumulation and enrichment of the child’s emotional experience in the process of perceiving the phenomena of the surrounding reality.

Introduce people to the phenomena of social life: doctor, driver, hairdresser, cook, etc. Continue to form and expand children’s knowledge about a person and his external physical characteristics.

Introduce household items and their purposes.

· Construction

To develop children’s ability to construct simple structures on their own (house, turret, gate, bench) through adults acting out familiar scenes (matryoshka walking, etc.), to familiarize them with the properties of various materials (paper, sponge, wooden builder).

Develop the ability to navigate in space. Show the first ways of working with paper: crumpling and tearing, help to see an image in it.

· Basics of ecology

Continue to form ideas about the plant world (trees, grass, flowers, vegetables, fruits); about domestic and wild animals, about birds.

Expand your understanding of natural phenomena: seasons, weather phenomena and inanimate nature.

· Elementary mathematical representations

In the process of playing together, learn to identify the shape, color, and size of an object.

Learn to make pyramids of different colors and group objects according to 2-3 characteristics.

· Elementary experimental activities

Create conditions for the development of practical experimentation with objects, stimulate and support the search for new ways to solve practical problems.

· Working with information

Encourage the study of subjects, the ability to share their impressions of acquiring new knowledge.

Cognitive development of children

2 junior groups

(from 3 to 4 years)

Cognitive development in early preschool age continues in the following directions: the methods and means of orientation in the environment expand and qualitatively change, the child’s ideas and knowledge about the world are enriched in content.

The formation of the symbolic function contributes to the formation of an internal plan of thinking in children. With active interaction and experimentation, children begin to learn new properties of natural objects and individual phenomena - this allows them to make amazing “discoveries” every day. Friendly communication with the child on educational topics, creating conditions for practical experimentation. Promotes speech development. Curiosity and initiative.

The cognitive development of children of the 2nd junior group is carried out through structural components.

· Orientation in the properties of objects

Expand the child’s ideas about the objects around him and their purpose, give the first ideas about the similarities and differences in the properties of objects.

· Understanding the world around us

Develop ideas about household items and human economic activities. Give the child information about the physiological needs of a person. Learn to talk about your activities during the day. Learn to say his name, how old he is, and name the names of other children. Show existing simple patterns and dependencies.

· Basics of ecology

Maintain the child's interest in objects of living and inanimate nature.

Show how adults take care of plants and animals.

Introduce the basics of environmental behavior.

Cultivate an emotionally positive, caring attitude towards natural objects.

· Elementary mathematical representations

Learn to compose different sets, determine their quantity, recognize the size, compare, group

Learn to distinguish and compare 2 groups of objects using superposition techniques and applications. Develop the ability to determine the size of objects of contrasting sizes and their shape.

Learn to navigate in space away from yourself, and in time.

· Construction

To develop design skills from large and small building materials, using plot-game tasks. Teach paper crafting techniques.

· Elementary experimental activities

Learn to notice the expediency and purposefulness of your actions, to see the simplest causes and consequences.

· Working with information

Encourage the expression of interest in literary works as a source of new information.

Middle group

(from 4 to 5 years)

In the period from 4 to 5 years, significant changes occur in the child’s mental development associated with:

§ development of a number of mental processes (memory, attention, imagination, thinking);

§ a fairly high degree of speech mastery;

§ accumulation of a certain stock of ideas about the world.

The level of mental development of children by the age of 4 opens up the opportunity for them to master a qualitatively different way of understanding the world - the ability to receive and correctly understand information conveyed through words.

Now, in order to learn and understand, a child does not have to hold a cognizable object in his hands or observe a phenomenon. Interesting, exciting stories about the world from adults become a rich source of knowledge for him.

The ability to perceive information at the verbal level, not supported by visible images, and to assimilate the received information not through practical analysis, but at the level of mental operations, contributes to:

§ the intellectual development of the child, i.e. development of his mental abilities;

§ broadening your horizons;

§ the emergence and development of an extra-situational - cognitive form of communication with adults;

§ contacts between adults and children should be largely associated with cognition and active joint analysis of objects and phenomena of our world;

§ the teacher should look like an erudite and knowledgeable person in the eyes of the child;

§ The main means of communication between the teacher and the child is speech. Since it is the word at this stage of development that allows one to overcome the framework of the child’s direct experience.

The cognitive development of children of the 1st preschool group is carried out through structural components

· Orientation in the properties of objects

Learn to understand that objects with similar purposes can be of different shapes and made of different materials. Provide the opportunity to experience different weights, volumes, external and internal characteristics. Learn to name the properties of objects.

· Understanding the world around us

To give an idea of ​​the big and small Motherland: about the state symbols, traditions and customs of the peoples of Kazakhstan.

Form ideas about human economic activity

Introduce rules of conduct on the street and various types of transport. Introduce the features of knowledge architecture. To give an idea of ​​the differences between the man-made world and the world of living and inanimate nature.

· Basics of ecology

Expand the child’s opportunities for acquaintance with objects of living and inanimate nature, pay attention to the diversity of natural phenomena. Learn to classify natural objects. Create conditions for caring for natural objects. Continue to develop a caring attitude towards natural objects.

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