Svetlana Sherstyanova
Three ways of knowing.

Today we will talk about how to help a child in the area cognition and learning, determining the individual characteristics of the child in his sense of the world around him. In life, we naturally use all our senses (vision, hearing, touch, but at the same time we unconsciously give preference to some over others. This innate feature dictates to us which way of knowing It’s better to choose visual, auditory or tactile. People who are characterized by certain ways of knowing are called: spectators, listeners and doers. Having found out how way, the child learns information about the world around him, you can help in the future to avoid problems in mastering educational material.

Considering way of knowing The child needs to be purposefully engaged with him, selecting the necessary games, instilling the missing ones and developing innate skills.

Why is it so important to develop everything in a child? ways of knowing? It is known that a child receives the bulk of information through those sense organs that he prefers. A kindergarten, school, society appeal to all the child’s senses at once. For example, sounds are designed for auditory perception, letters and numbers are designed for visual perception, and the child is forced to receive information in one way or another. way, inevitably lags behind in development from a peer who has all ways of knowing.

And so, how to determine what type a child belongs to, what is typical for different ways of knowing?

"Spectators" will know the world visually, that is, when perceiving information they rely more on visual sensations. Their attention is drawn to the visible signs of objects, color, shape, size. Majority "spectators" have significant motor skills, that is, movements that involve both the eyes and small muscles, such as the muscles of the fingers. "Spectators"-children love to look at pictures; they are more interested in looking at illustrations for a fairy tale than listening to the fairy tale itself. They enjoy playing with blocks, putting together pictures from fragments (puzzles, sculpting, cutting out, all their activities are designed for the interaction of eyes and hands. They quickly learn to draw and write in block letters, easily remember graphics short words. But they may have problems with language skills, communication, and overall physical coordination.

"Listeners" learn about the world around them, perceiving voices and sounds, preferring auditory sensations to visual and tactile ones. Since speech is perceived by ear, "listeners" They begin to speak earlier than other children and have a large vocabulary. They love to sing, recite poems, ask an endless number of questions, and speak correctly and well. They show an early interest in reading and easily remember the teacher’s instructions. They prefer talking games or games with guessing words. "Listeners" enjoy reading and often come up with different stories. Since the main focus "listeners" are tongue-tied, they may lag behind their peers in developing visual and motor skills (motor) perceptions.

"Activists" will know the world around us is tactile (or kinesthetic) way, that is, direct touch or movement. Such way involves highly developed motor skills, active movement, and therefore the activity of large muscles - shoulders, arms, legs, feet, etc.

Majority "figures"-babies know no peace. They move around a lot on their own and love to be twirled or tossed around. They begin to crawl and walk earlier than other children. In preschool age, they prefer active games involving jumping, climbing, running, and love blocks and moving toys on wheels.

The main problems that "figures" have to face already in kindergarten, associated with their inability remain calm for a long time and concentrate your attention on one subject. Their style is active games in open space! In the future, restless behavior and inattention in class can be the reason for poor performance, while outside school they are fearless and strong. "figures" invariably gain authority among their peers. At the same time, the frantic temperament of the majority "figures" causes character traits such as irritability and vulnerability. They demand immediate fulfillment of desires and are not ready to deal with difficulties. "Activists" emotionally unstable - anger and joy alternate with incomprehensible speed. Their apparent preference for physical perception over visual and auditory perception leads to language problems and lag in school.

Of course, there are often children who, to one degree or another, exhibit several types of behavior. knowledge. However, the main way of knowing determined by clearly expressed characteristics.

So how to develop and strengthen children's cognitive abilities?

The main thing in development cognitive abilities is a game;

Remember - the child should enjoy playing with you;

Games for the development of certain abilities You can choose at your discretion;

Only patience and self-discipline will teach you to understand the child and help him;

For comprehensive development a child sometimes needs to be able to sacrifice his interests;

Show persistence and help your child realize new ideas. capabilities, which are so necessary for him for balanced development.

Tatyana Stanislavovna Kurtsaeva

Reading time: 5 minutes

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Article last updated: 11/10/2019

Cognitive activity is the process of searching and mastering new knowledge and skills. The desire for cognitive and research activities appears already in early childhood when a child interacts with a variety of objects and phenomena, determines their properties and signs, and begins to distinguish between the sensations received from contact with various objects. For older preschoolers, this type of cognitive activity is dominant - children strive to understand how certain things work, learn new things about familiar phenomena and try to organize their knowledge.

Fundamentals of Cognitive Development

One of the most important tasks of teachers and educators is teaching children to navigate large information flows coming from different sources. Moreover, in addition to assimilation and structuring of information, the child must have the ability to search for the necessary data.

Cognitive development includes:

1. formation of motivation for knowledge;
2. organization of cognitive actions;
3. development of creative imagination and activity;
4. the formation of self-awareness;
5. formation of initial ideas about oneself and other people.

Methods of cognitive development of preschool children

So that the children preschool age fully developed, the educational process should include various cognitive activities and exercises, both joint and independent.

Organization of educational activities

The structure and content of classes are determined in accordance with educational goals and their semantic content. All classes are recommended to be conducted in game form with the active use of various gaming techniques.

Lesson structure:

1. Introductory stage. Formulating a task for children, or creating a specific game situation.
2. Main part. Finding means to solve a problem and achieve a goal. During the lesson, the child gains new experience and knowledge, learns to apply them in different situations.
3. The final stage. Children study the results obtained and draw conclusions.

During classes, it is advisable to use interesting didactic material.

Organization of joint activities

Joint classes are held in the form of plot-based didactic games. The teacher or educator involves children in the game, showing their own interest and passion. In addition, the teacher can join the game already created by the children, directing its progress from the inside, as a companion.

Organization of independent activities for children

In the process of independent cognitive activity, children have the opportunity to self-realize and develop creative activity. The child’s ability to work in a group, interact with other children—to cooperate and compete—is formed.

The main methods for developing the desire for knowledge and exploration in preschoolers are:

• information and communication technologies;
• search and research work;
• project work;
• gaming technologies.

Project work

A project is a specific set of actions organized by a teacher or educator and carried out by children. The teacher creates conditions that give children the opportunity, independently or with the help of adults, to gain new practical experience through search and experimentation. Project activities involves the joint work of all participants.

This is an effective teaching technology that forms exploratory thinking, stimulates cognitive activity, and contributes to the development of the child’s communication abilities. Children learn to plan and complete increasingly complex tasks.

Younger preschoolers are actively interested in everything that happens around them. Every day they discover new objects and phenomena, establish relationships between them, their similarities and differences. It is this age period that is characterized by observation, fairly stable attention, development of analytical abilities and readiness for joint activities. The project method involves the use of various technologies research work and is perfect for joint activities between teachers and children.

One of the most important tasks of a teacher when organizing project work is to support the child’s initiative, which always contains a cognitive component.

The project method can be used in classes with children of both junior and senior preschool age. However, the tasks and goals of research activities differ and depend on age.

For children aged 3.5 to 5 years, the imitative-performing method of interaction is better suited when they take part in a project, following the instructions of an adult or imitating him. This method is well suited for young children, as they still have the need to imitate adults.

For children aged 5-6 years more suitable developmental activities. At this age, children already know how to interact, coordinate actions and help each other, and are less likely to ask adults for help. Children can independently understand the problem and choose the most appropriate ways to solve it.

Creative activity is most typical for children 6-7 years old. The task of adults in this case is to develop and encourage the creative activity of children. It is also very important to create the necessary conditions for independent search for a task or problem, content of activity, search the best ways for work.

No less important for preschoolers are activities such as experiment and research. Here, preschoolers can satisfy their characteristic curiosity, practice identifying cause-and-effect relationships, broaden their horizons, and, accordingly, achieve high intellectual development.

Experimentation

It is a form of research activity whose goal is to transform things and processes. Experimentation can be considered as one of the best methods of cognitive activity of preschoolers. Experiments are fun activities that develop curiosity, initiative, creative thinking and independence.

In the process of experimentation, all the child’s senses are involved, which ensures better assimilation, understanding, comprehension and memorization of information. Active participation the child in the educational process contributes to a more rapid and intensive development of his cognitive activity and abilities.

Study

The purpose of the study is the child’s mastery in various ways implementation of educational initiatives. Children define and solve problems by searching.

Research activity is natural for a child - he strives for knowledge, takes actions and looks at the result, experiments with objects, studies the causes of phenomena. Search and research activity is the main source of information for a child about the objects around him, therefore the main task of parents, educators and teachers is to help conduct such research. It is very important to help children choose the right object for research and ways to study it, as well as provide assistance in collecting data and presenting results.

One of the types experimental activities are experiments - they can be carried out together with a leader or independently. The experiments take place in several stages:

1. Determining the goal.
2. Selection of means to solve the problem.
3. Conducting the experiment.
4. Recording observations.
5. Formulation of conclusions.

Experiences form the ability to compare, contrast, and identify cause-and-effect relationships. Children learn to draw conclusions, analyze and express conclusions.

Gaming technologies

Gaming technologies are invaluable in stimulating cognitive interest in preschoolers. A game is an emotional activity that can make even very boring information bright and memorable. It activates many mental processes - interest, attention, thinking, perception and memory, and promotes the development of independence and initiative. During the game, children experience interest, joy and a sense of pleasure, which in turn facilitates the process of memorizing and assimilating new information. Games are the leading method for developing children's cognitive activity, so the educational program for preschoolers should be built taking this feature into account.

Information and communication technologies

Currently, information and communication technologies are an integral part of the educational process of preschoolers of younger and older age. The child development program may include a variety of educational computer games and cartoons, training programs, logic and mathematical games.

Computer games teach a child to plan the course of a game and predict the outcome of actions. This is the beginning of the development of theoretical thinking, the mastery of which is necessary to prepare preschool children for school. Don't forget that to maintain proper posture when working at a computer, a computer desk that is appropriate for the child's height is important. Even dad can make it according to the instructions on How to make a computer desk with your own hands.

Computer mathematical games promote the development of visual, effective and logical thinking, perseverance and concentration, teach the child to analyze, compare and generalize.

Information and communication technologies in working with preschool children contribute to:

• easy assimilation of the concepts of the size of an object, its shape and color;
• enrichment of vocabulary;
• the formation of visual-figurative, as well as theoretical thinking;
• development of creative abilities, fantasy, imagination;
• increasing concentration, perseverance and determination.

Children quickly master reading and writing skills, more easily grasp the concepts of number and set, and develop spatial and plane orientation abilities.

The child learns about the world around him through his own sensations, experiences and experience of interaction with different people, phenomena and objects. It is very important to form a positive attitude towards the environment in a child, since positive emotions promote high cognitive activity.

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OGBOU "Tomsk State Pedagogical College" (OGBOU "TGPC")

Home test

in the academic discipline “Theory and Methods of Mathematical Development”

Features of preschool children’s knowledge of the size of objects

Completed:

Bylina Olga Ivanovna

Course attendee

professional retraining

Checked:

Zakharova G.N., teacher

Tomsk - 2014

size general educational eye gauge preschool

Introduction

Conclusion

Bibliography

Application

Introduction

In kindergarten, children develop elementary mathematical concepts, and the children’s further success in mathematics depends on how correctly they are formed.

Ideas about the size of objects are an important part of mathematical concepts in preschool children. The ability to identify a quantity as a property of an object and give it a name is necessary not only for knowing each object separately, but also for understanding the relationships between them. This has a significant impact on the formation in children of more complete knowledge about the surrounding reality.

Awareness of the size of objects has a positive effect on the child’s mental development, as it is associated with the development of the ability to identify, recognize, compare, generalize, leads to an understanding of size as a mathematical concept and prepares for mastering the corresponding section of mathematics at school. Previously, when preschoolers were introduced to elementary mathematical concepts, number was the result of counting; recently, number is also perceived as the result of measurement, and older preschoolers become familiar with the functional dependence of number (counting result) on the size of the measure.

The concept of “quantity” in mathematics is considered as fundamental. Magnitude is length, volume, speed, mass, number, etc. Speaking about the problem of developing ideas about the size of objects in preschoolers, we narrow the concept of “size” and characterize the size of objects with it.

The size of an object, like any other mathematical quantity, can be determined only on the basis of comparison. Using the criteria for comparing objects with each other, relationships of equality or inequality of their values ​​are established.

The size of an object also depends on its location in space. The same object can be characterized either as tall (low) or as long (short). It depends on whether it is in a horizontal or vertical position.

The actual size of an object, independent of the distance at which the object is located from the perceiver.

Comparative size of objects located at different distances from the perceiver.

The comparative size of objects located at the same distance from the perceiver.

When determining the size of an object, its properties should be taken into account. The main property of a quantity is comparability. Only as a result of comparison can a quantitative characteristic of any value be obtained. The quantity is also characterized by variability. Example: changing the length of a table only changes its size, but does not change its content and quality; the table remains a table. The third property of quantity is relativity. The magnitude of any object is relative, it depends on what other magnitude it is considered in relation to. In fact, one and the same object can be defined by us as larger or smaller depending on the size of the object with which it is compared.

The perception of magnitude occurs through the establishment of complex systems of connections, both intra-analyzer (between the muscular and optical components of the eye) and inter-analyzer (between the tactile and motor, motor and visual analyzers). It follows that young children, without sufficient experience, often make false conclusions about the size of an object, since they judge it only by the available images on the retina.

The problem of the perception of magnitude should also be considered as a problem of thinking. There is a complex dialectical relationship between feelings and reason, which finds concrete manifestation, for example, in the fact that the process of perceiving magnitude (as well as other properties) is mediated by thinking through comparison, analysis, the use of relevant concepts, judgments, inferences, etc. An indispensable mental operation that provides an assessment of the size of objects is comparison.

Thus, it should be noted that the concept under consideration is quite complex for preschoolers to perceive and understand.

2. Peculiarities of perception and knowledge of quantity by preschoolers

To form the most basic knowledge about size, it is necessary to form specific ideas about objects and phenomena of the surrounding world.

Awareness of the size of objects has a positive effect on the child’s mental development, as it is associated with the development of the ability to identify, recognize, compare, and generalize; leads to an understanding of quantity as a mathematical concept; prepares for mastering the relevant section of mathematics at school.

Cognition of magnitude is carried out, on the one hand, on a sensory basis, and on the other hand, it is mediated by thinking and speech. The sensory experience of perception and evaluation of size begins to take shape already in early childhood as a result of the establishment of connections between visual, tactile and motor-tactile sensations from those toys and objects various sizes, which the baby operates on. Repeated perception of objects at different distances and in different positions contributes to the development of constancy of perception.

Children's orientation in the size of objects is largely determined by the eye - the most important sensory ability. The development of the eye is directly related to the mastery of special methods of comparing objects. Initially, children compare objects by length, width, height by practical application and application, and then based on measurement. The eye, as it were, generalizes the practical actions of the hand. By highlighting one or another specific dimension, the child strives to show it (runs his finger along the length, shows the width with spread arms, etc.). These inspection actions are very important for a more differentiated perception of the size of an object.

Preschoolers firmly attach the sign of size to a specific object that is familiar to them: “The elephant is big, and the mouse is small.” If you put 4-5 toys in front of your child, gradually decreasing in size, for example, matryoshka dolls, and ask him to show the largest one, then he will do it correctly. If you then remove it and again ask to point to a large toy, then children 3-4 years old, as a rule, answer: “Now there is no big one.”

Three-year-old children perceive the size of objects undifferentiated, that is, they are guided by the total volume of the object, without highlighting its length, width, height.

Four-year-old children already have a differentiated approach to choosing objects based on length or width, but only on condition that the length of the object exceeds the width. For children of senior preschool age, a short period of time is required to master all three dimensions.

Children 5-6 years old know that to determine the length, width, height of an object, it must be measured, and they name what objects this can be used with: a ruler, a meter, a centimeter. Sometimes measuring instruments are designated not entirely accurately: “stick”, “pattern”, “an oilcloth with numbers, all sorts of numbers are drawn on it”, etc.

Children describe the process of measuring their height very roughly, since they do not know how it is measured, although growth is measured repeatedly in kindergarten. They talk about the methods that are usually used in families: “you need to stand together, with your backs to each other,” “measure with your heads”; “You can highlight it on the wall,” etc. Preschoolers strive to expand their knowledge about measurements (“Mom will show me how to measure, I’ll see when I go to the store with my mother”).

Thus, in primary and middle preschool age, children determine the sizes of objects by directly comparing them (application or superimposition); in older children, an indirect method of comparison is also used (assessment of the sizes of perceived objects in comparison with well-known ones encountered in the child’s experience earlier, measurement with a conventional yardstick).

Any program includes in mathematical preparation teaching children to count, developing quantitative concepts within the first ten, learning to solve and compose simple arithmetic problems. The program for each age group includes the following sections: “Quantity and counting”, “Size”, “Form”, “Orientation in space”, “Orientation in time”.

	Model program
1st junior group.	Sensory education Help examine objects, highlighting their color, size, shape. Exercise in establishing similarities and differences between objects that have the same name
2nd junior group.	when comparing objects, compare one object with another in length, width, height, overall size), using the techniques of superposition and application; denote the result of comparison with the words: long-short, wide-narrow, high-low, big-small.	Determine the color, size, shape of objects, geometric shapes through visual, tactile and motor examination, comparison. Select and select an item with specified properties from 2-4 different items.) use the words in your own speech: the same...; not like that... (“This brick is just as big and red”).
Middle group.	Learn to compare two objects by thickness using the techniques of overlay and application; longer-shorter, wider-narrower, higher-lower, thicker-thinner, or equal (identical) in length, width, height, thickness. Learn to measure objects based on two dimensions (the red ribbon is longer and wider than the green one); introduce the concepts “this is the tallest, this is lower, this is even lower, this is the lowest” into children’s active speech	Item size: length (long, short); in height (high, low); in width (wide, narrow); by thickness (thick, thin); by weight (heavy, light); by depth (deep, shallow); by volume (large, small). Structural elements of geometric shapes: side, angle, their number. Item shape: round, triangular, square
Senior group	Learn to establish dimensional relationships between 5-10 objects of different lengths (height, width, thickness): reflecting in speech: (the widest, a little narrower). To develop children's eye, the ability to find objects in a specially organized environment that are longer (shorter), higher (lower), wider (narrower), thicker (thinner) than the sample and equal to it.	Independently examine and compare geometric shapes and objects by size and shape for the purpose of comprehensive characterization; identify and count vertices, measure and compare sides. Name all properties inherent in objects (small, not red, not square).
Preparatory group.	Divide an object into 2-8 or more equal parts by bending the object, as well as using a conventional measure; find parts of wholes and wholes from known parts. Learn to measure the volume of liquid and granular substances using a conventional measure. Give an idea of ​​the weight of objects and how to measure it. Introduce scales.	Visually recognize figures, sizes, reproduce and recreate them according to presentation and description. Know how to use a ruler, templates and stencils. Use words: shape, size, weight, geometric figure - to define and characterize the properties of objects, their presence and absence. Use words: all except..., some of...

The “Childhood” program is aimed at satisfying the individual inclinations and interests of the child, at developing curiosity and cognitive abilities. The tasks are disclosed in the section “First steps in mathematics” for all age groups starting from the second junior group.

Program for Education and Training in Kindergarten, edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova carries the task of forming ideas about the size of objects in preschool children, which are very meaningful and voluminous.

4. Identification of the level of ideas of children of the older group about the sizes of objects

The teacher organizes work on developing elementary mathematical concepts in children in class and outside of class: in the morning, during the day during walks, in the evening; 2-3 times a week. Teachers of all age groups should use all types of activities to strengthen children's mathematical knowledge. For example, in the process of drawing, sculpting, and designing, children acquire knowledge about geometric figures, their size, the number and size of objects, and their spatial arrangement; spatial concepts, counting skills, ordinal counting - in music and physical education classes, during sports entertainment. In various outdoor games, children’s knowledge of measuring the sizes of objects using conventional standards can be used.

To reinforce mathematical concepts, educators widely use didactic games and game exercises using special didactic material separately for each age group (see appendix).

IN senior group Children are taught to measure and determine, using a conventional measure, the size of objects and the volume of liquid and granular bodies. Children must firmly grasp the rules of measurement, since in subsequent lessons they carry out measurements independently from beginning to end. It is important that children not only remember the sequence, but also perform it correctly.

As a result of this activity, children develop an eye; they can determine the size of objects by eye, then checking the correctness of their measurement using the selected conventional measure. Children learn that different types of quantities are measured by different standards.

Conclusion

The methodology for the formation of elementary mathematical concepts in the system of pedagogical sciences is intended to provide assistance in mathematics, one of the most important subjects in school, and to contribute to the education of a comprehensively developed personality.

In kindergarten, children master several types of conventional measurement. The first type includes linear measurement, when children learn to measure the length, width, height of various objects using strips of paper, sticks, ropes, steps and other conventional measures. The second type of measurement is determining the volume of bulk solids using a conventional measure: children learn to measure the amount of cereal and granulated sugar in a bag with a mug, glass, spoon and other containers. The third type is measuring liquids with a conventional measure to find out how many glasses of water are in the decanter, etc.

Thus, in a preschool educational institution, measuring activities are of an elementary, propaedeutic nature. The child first learns to measure objects with conventional standards, and only as a result of this are the prerequisites created for mastering the “real” measurement.

Bibliography

Asmolov A.G. “Psychology of Personality” .-M.: Education, 1990.

Makarychev K.L. Preparation for school // Preschool education No. 9 2004

Metlina, L.S. Mathematics in kindergarten [Text] / L.S. Metlina. - M.: Education, 2004. - 246 p.

Mikhailova Z.A. and others. Theories and technologies of mathematical development of preschool children. - St. Petersburg: “Childhood-PRESS”, 2008.

Nosova, E.A. Prepositional training of preschool children. The use of game methods in the formation of mathematical concepts in preschoolers [Text] / E.A. Nosova. - L.: Pedagogy, 2000. - 235 p.

Silaeva M.N. Using the process of forming elementary mathematical concepts in kindergarten. - L., 1990.

Freilakh N.I. Methods of mathematical development. - M.: Publishing House "Forum": INFRA-M, 2011.

Application

Getting to know the signs: short - long

Classification game

On the table there are long and short sausages made of plasticine. Both sausages are the same thickness and the same color. The teacher hands out plasticine to the children and asks them to make the same sausages: one long and one short. At the end of the lesson, the children examine their modeling and show it. Which sausage is long and which is short. You can invite the children to connect all the sausages and make a long bunch of sausages.

Naming game

We are walking.

Children walk around the room. When they hear the word “short,” they take short steps, and when they hear the word “long,” they take very long steps. Additions can be made to this game. For example: children take (short) steps on their toes. You can use a dance that alternates long and short steps.

Consolidation of material throughout the day.

During construction, children select from building material long and short bars and build a bridge, first only from short, and then only from long bars.

When making crafts, children make a star out of straws, having previously sorted the long and short straws.

During the conversation, the teacher talks about the long and short way to kindergarten, about a long and short period of time (for example, while waiting for something), and asks the children to talk about their impressions.

During physical education exercises, children line up in long and short rows. You can build a long and short train.

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So, for example, one of the subjects, a girl 5 years 7 months old, discarded the dog from the series: cat, dog, horse, bowl, explaining this by saying that “the dog will interfere with the cat eating from the bowl”; in another case, a boy from a series of pictures: horse, cart, man, lion - threw out the lion, arguing as follows: “Uncle will harness the horse to the cart and go, but why does he need a lion? The lion can eat both him and the horse, he needs to be sent to the zoo.”

This kind of approach to solving cognitive problems in the absence of appropriate education can linger for a long time in some preschoolers. Such preschoolers, becoming schoolchildren, display the phenomenon of intellectual passivity, which we have already discussed in connection with the presentation of the question of the child’s readiness for schooling. However, with the normal development of cognitive activity in children, already at preschool age, the need begins to arise for solving special cognitive tasks, which, as such, stand out for their consciousness)

According to the data obtained in the research of A. V. Zaporozhets and his colleagues, initially such cognitive tasks are included in the play and practical activities of children and arise only occasionally, without changing the entire structure of children's thinking. However, gradually preschoolers begin to develop the new kind intellectual activity, which is characterized primarily by new cognitive motivation that can determine the nature of children’s reasoning and the system of intellectual operations used by the child. From this point of view, an interesting study by A. V. Zaporozhets’ employee E. A. Kossakovskaya, who showed how, in the decision process, preschoolers different ages Through puzzles, they gradually develop the ability to pursue intellectual goals and how exactly the intellectual content of the task becomes for children the main content of their cognitive activity. The most important result of this study is the author’s conclusion that by the end of preschool age children, on the one hand, clearly lose interest in side aspects associated with solving puzzles (interest in the game in which the puzzle was given; in winnings resulting from successful decisions, etc.), on the other hand, they have as the leading motive of their activity the motive of learning to solve difficult problems. Quite convincing data on the growth of interest in intellectual tasks are also available in another study. It was studied what type of task - gaming, labor or intellectual content - more encourages preschool children to persevere. It turned out that in different age groups these were different tasks. For children of the younger group, play-based tasks had the greatest motivating force; middle group- labor, and for older preschoolers (i.e., for children from 5.5 to 7 years old) - the actual intellectual task.

It should be noted that in the development of cognitive interests of preschoolers there are two main lines:

1. Gradual enrichment of the child’s experience, saturation of this experience with new knowledge and information about the environment, which causes the preschooler’s cognitive activity. The more aspects of the surrounding reality that open up to a child, the wider his opportunities for the emergence and consolidation of stable cognitive interests.

2. This line of development of cognitive interests consists of a gradual expansion and deepening of cognitive interests within the same sphere of reality.

Moreover, each age stage has its own intensity, degree of expression, and meaningful orientation of cognition.

2-3 years.

The object of cognition is the surrounding objects and their actions. Children of this age actively explore the world according to the principle: “What I see, what I act with, that is what I know.” The accumulation of information occurs through the manipulation of objects, the child’s personal participation in various situations, events, and the child’s observations of real phenomena.

A necessary condition The activity of cognition is the diversity and changeability of the subject sphere surrounding the child, the provision of freedom of exploration (subject-manipulative play), a reserve of free time and space for unfolding games.

3-4 years.

By this age, children accumulate quite a lot of ideas and knowledge about the surrounding reality. However, these ideas are practically unrelated to each other. The child is only trying to establish relationships between ideas.

During this period, the foundations of the aesthetic perception of the world are laid. Methods of sensory cognition are actively being formed, sensations and perceptions are being improved.

The object of cognition becomes not only objects and their actions, but also the characteristics of objects (color, shape, size, physical qualities). This knowledge helps children compare objects and phenomena according to one sign or property and establish relationships of similarity - identity and difference, carry out classification, seriation.

4-5 years.

At 4 years old, the child’s cognitive development moves to another level - higher and qualitatively different from the previous one. Speech becomes a means of cognition. The ability to accept and correctly understand information transmitted through words develops. Cognitive activity takes on a new form; the child actively reacts to figurative and verbal information and can productively assimilate, analyze, remember and operate with it. Children's vocabulary is enriched with words and concepts. At this age, there are 4 main areas of cognitive development:

Acquaintance with objects and phenomena that are beyond the immediate perception and experience of children;

Establishing connections and dependencies between objects, phenomena and events, leading to the emergence in the child’s mind of an integral system of ideas;

Satisfying the first manifestations of children’s selective interests (it is from this age that it is advisable to organize circle work and hobby classes);

Formation of a positive attitude towards the surrounding world.

5-6 years.

The older preschooler is already learning about the “big world.” The basis of a child’s attitude to the world is caring, kindness, humanity, and compassion. Children can already systematize accumulated and received information, through logical operations, establish connections and dependencies, location in space and time. The sign-symbolic function of consciousness develops, that is, the ability to use signs to indicate actions, signs, and build a model of logical relationships between concepts.

By learning about various objects, events, and phenomena, the child learns not only to analyze and compare, but also to draw conclusions and find out patterns, generalize and specify, organize and classify ideas and concepts. He has a need to establish himself in his relationship to the world around him through creation.

6-7 years.

The information about the world accumulated by the age of 6 is a serious basis for the further development of the child’s cognitive sphere. The process of cognition at this age involves meaningful ordering of information (the whole world is a system in which everything is interconnected). Understanding the interconnectedness of everything that happens in our world is one of the main points in the child’s construction of an elementary holistic picture by comparing, generalizing, reasoning and constructing hypothetical statements, elementary conclusions, and predictions of possible developments of events.

So, throughout preschool childhood, the child is directly involved in mastering the methods of purposeful cognition and transformation of the world through the development of skills:

Chain setting and planning;

Forecasting possible effects actions;

Monitoring the implementation of actions;

Evaluation of results and their correction.

By the age of seven, the formation of generalized ideas about space and time, about objects, phenomena, processes and their properties, about basic actions and the most important relationships, about numbers and figures, language and speech. The child develops a cognitive and caring attitude towards the world (“The world is full of secrets and mysteries. I want to know them and solve them. I want to preserve my world. It cannot be harmed.”)

MEANS AND METHODS OF KNOWING REALITY

CHILDREN 2-7 YEARS OLD.

Group	Facilities	Ways
Nursery	Objects of the immediate environment. Object-manipulative game. Sensory standards (measures, colors, shapes, sizes). Substitutes for objects.	Observations. Inspection of objects. Comparison (green, like grass, round, like a bun). Classification according to affiliation.
Junior	Objects of the immediate environment, practical actions with them. Sensory standards. Substitutes for objects. Substitutes for signs (visual models and images of the imagination).	Observations. Examination (color, shape, size, physical properties). Comparisons based on one characteristic or property, establishing relationships of similarity and difference in paired objects. Classification based on one characteristic. Changing the properties of objects using actions. Direct analogies to familiar objects.
Average.	A variety of objects of the same type. Objects and phenomena that are beyond the direct perception of children. Words-concepts, words-generalizations. Educational fairy tales, stories. Sensory standards. Commenting on your gaming and everyday activities.	Ordering of accumulated ideas (sequence, semantic values). Seriation according to the system of expression of quality. Analysis of the properties of objects (shape, color, size, qualities, properties). Classification according to essential characteristics.
Older	Systemic ideas about the surrounding world. Sensory standards of various measures. Sign-symbolic activity (active inclusion of signs, models, diagrams, plans, drawings). Words-concepts; Cognitive questions. Information about the world.	Observation. Inspection of objects. Comparison and comparison based on characteristics, functions (difference, similarity). Classification according to several characteristics. Generalization based on distinguished characteristics. Seriation (by speed, hardness, etc.) Analysis and synthesis. Measurements. Inferences and evaluation. Experimentation with objects, their samples and models. Establishment of cause-and-effect relationships.
Preparatory	Skills in working with information: obtaining from various sources, analyzing, using, classifying it, presenting it (effective speech). Search and practical activities. Educational literature.	Analysis of various phenomena, events. Generalizations and comparisons. Conclusions. Anticipation of possible developments of events.

At the end of this section, we will consider the model of the cognitive sphere of preschoolers, which is proposed by T.I. Grizik. (12).

16.12.16 09:00 / 👁 5954 (31 per week) / ⏱️ 8 min. /

The cognitive development of preschool children is a continuous and very interesting process. The baby begins to get acquainted with the world from the first moments after birth.
The human brain is designed in such a way that it must constantly receive and process this or that information, ignoring some of it, leaving some, and completely getting rid of some. This sorting of information is most clearly expressed in preschoolers. A child under the age of 7 learns to form his own attitude towards people and objects. Parents must guide this process in the right direction.
Cognition can certainly be considered an active activity, clearly aimed at acquiring and applying knowledge. Here the child’s cognitive activity and his active position as a direct subject of such activity are manifested.

Age from one to three years

The youngest children are tireless researchers, since all areas of their activity are permeated with the desire for knowledge. It is also important here that the baby not only wants to look at objects, but also to manipulate them: connect, separate, experiment and design.
Thanks to activities with objects, the baby develops:

• perception;
• memory;
• thinking
• other cognitive processes.

At the same time, perception develops most intensively, constituting the center of the child’s consciousness. Perception is a fundamental mental function that allows a child to navigate his environment. In preschoolers, perception is most active during the process of action - the child, through trial and error, finally assembles a pyramid or puts a part into a hole of a suitable size and shape. Repeatedly comparing color, shape and size, selecting suitable friend
friend or identical elements, or parts of objects, the baby finally gets a practical result.
At first, the comparison is quite rough and approximate. The kid tries it on, makes mistakes, corrects mistakes until he achieves the result. But after one and a half years, the number of preliminary fittings quickly decreases, since the baby is already moving on to visual perception, having learned to evaluate the relationship between static and dynamic objects. This transition occurs at 21-22 months and is quite noticeable. Practical activity trains the child, in addition to perception, also thinking, which at this age is characterized by a visual and effective character. By experimenting in practice, the child discovers new ways to achieve the goal.
So, he learns to use one object to reach another: he uses a stick to get a rolled ball, climbs onto a chair to get to the object of interest. When new means are invented, new properties of objects are also revealed to the child. For example, when trying to scoop up water with a sieve, like sand, the baby discovers that water is pouring out of it. This surprises him a lot and contributes to further research and new discoveries. Protozoa household items
(pillows, armchairs, chairs) allow the baby to discover new ways of movement: rolling, sliding, sliding. By the end of the third year, the baby gradually abandons external tests, fantasizing and experimenting more in his mind. Communication with surrounding objects is becoming more and more obvious. Generalization of experience and expansion of cognitive activity are manifested in the child’s numerous questions, with which he literally bombards adults. Thus, based on practical actions with objects and communicating with adults, children gradually build their ideas about the world around them.

Emotional development of preschool children

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3-5 years - junior preschool age

Cognitive development in early preschool age continues in three main directions:

• the child’s ways of navigating the environment expand and change qualitatively;
• new ways of orientation appear;
• The child’s knowledge and ideas about the world are enriched in content.

The cognitive activity of preschoolers at 3-5 years of age is significantly enriched, and qualitatively new sensory processes of perception and sensation appear. By engaging in various types of activities (play, communication, drawing, designing, etc.), the child learns to distinguish individual properties and characteristics of objects more subtly. His color discrimination, phonemic hearing, perception of the shape of objects and visual acuity are improved.
Gradually, perception is separated from objective action, after which it develops as a purposeful independent process with specific methods and tasks. Instead of manipulating an object, children begin to become familiar with it at the level of visual perception. At the same time, the hand “teaches” the eye (the movement of the gaze on the object is accompanied by the movement of the hand).
In preschool age, visual perception turns into one of the leading processes of direct study of phenomena and objects. That is, in early preschool age the ability to examine objects is formed. Looking at new objects (stones, objects, etc.), the baby not only visually gets acquainted with them, but moves on to auditory, tactile and olfactory perception - stretches, bends, scratches, shakes, brings to the ear, smells the object, while often not still being able to define it with a word. The baby’s varied active orientation towards a new object stimulates the appearance of more accurate images in his brain. Mastering a system of sensory standards (geometric shapes, colors of the spectrum) helps develop the child’s perceptual actions.
At the same age, children begin to use symbolic representations of events and objects, thanks to which they gain greater freedom from the field of perception, often without direct contact with the objects under study. Small child learns to represent objects with the help of bodily movements (time-delayed imitation), and older children use images stored in memory (when looking for a hidden object, the child clearly knows what he is looking for). An even higher form of representation are symbols, with the help of which you can represent not only concrete, but also abstract objects.
Speech is the clearest example of symbolic means. A child is able to think about an object that is not in front of his eyes, he fantasizes with objects that he has not had in his experience of cognition. He develops the ability to virtually reproduce the hidden parts of objects based only on their visible sides and operate with images of such hidden parts.
In the mental development of younger preschoolers, a qualitatively new achievement is the symbolic function, which personifies the formation of an internal plan of thinking, for which at this age external supports (figurative, play and other symbols) are still needed.
The thinking of younger preschoolers is characterized by qualitative originality. Children's spontaneity makes the child a realist, so it is difficult for him to distinguish reality from fantasy or dreams. Children are still self-centered, because they are not able to look at the situation through someone else’s eyes, but start only from their own point of view.
When examining an object, he singles out one, usually its most striking feature, and generally evaluates the object, focusing specifically on this feature. He is more interested in the result of an action, and not in the process of achieving it, which he does not yet know how to trace. The child thinks about what is now or will be in the next moment, but cannot yet understand how what he sees now happened. That is, at this age it is still difficult for them to correlate the goal and the conditions, so the main goal is easily lost by children. The ability to set goals is just beginning to form, so it is still difficult for children to set new goals on their own.
So far they have been able to relatively easily predict only the course of events that children have observed many times. Younger preschoolers can predict changes in phenomena only based on one parameter, due to which the forecast is rarely accurate. At this age, children have a very developed curiosity, “why?” and why?" heard from them all the time.

They begin to become interested in the causes of various phenomena. Also, at 3-5 years old, children develop ideas about date, time and space. The features of children's thinking already mentioned above form in them unique ideas that differ markedly from the ideas that older children have.

Development of attention in preschool children

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5-6 years old - senior preschool age Cognitive development in older preschool age already becomes a complex complex phenomenon, where cognitive processes such as thinking, perception, attention, memory, and imagination continue to develop. This is all different shapes
children's orientation in themselves, in the world around them, which regulate the child's activities. Children's perception loses its original universal character. Through design and various options visual arts
Various types of activities, and play first of all, make children's memory focused and voluntary. The child is already able to set himself the task of remembering something for subsequent, even if not too distant, action.
His imagination is rebuilt, becoming anticipatory from reproducing (reproductive). In the mind or in a drawing, the child can already imagine the intermediate stages, and not just the final result of the efforts. The child begins to regulate and plan his actions through speech. Inner speech is also formed. For older preschoolers, orientation becomes an independent, very intensively developing activity. Special methods of orientation continue to develop, for example, modeling or experiments with new materials. Experimentation among preschoolers is closely linked to the practice of transforming phenomena and objects.
In the process of these creative transformations, the child identifies new properties, dependencies and connections in the object being studied. At the same time, for the development of children’s creativity, it is the process of these transformations that becomes most significant.
When, during experimentation, a child transforms objects, this is now given a step-by-step clear character. This step-by-step nature is manifested in the fact that the transformation occurs piecemeal, in the form of successive acts, and after each such act, an analysis of the changes that have occurred begins. The very sequence of transformations carried out by the child indicates that his thinking has reached a fairly high level.
Children can engage in experimentation and speculation, as a result of which they can unexpectedly gain new knowledge, that is, they have new opportunities for cognitive activity. As a result, children's thinking itself pushes its own development. This is inherent in all children and is of great importance for the development of a creative personality. This process is especially pronounced in talented children. To promote experimentation, it is useful to use “open type” problems in which several correct solutions are proposed. In preschoolers, modeling can be present in the most different types
In preschool children, the range of modeled relationships becomes wider. Using models, the baby can materialize logical, mathematical, and time relationships. To model hidden connections, they resort to conditionally symbolic images in the form of graphic diagrams.
Verbal-logical thinking is added to visual-figurative thinking. But since it is in the embryonic period of development, gross errors are still visible in children's logic. For example, a baby may be happy to count family members, but at the same time he will probably forget to count himself.