Forms and methods of cognitive development of a preschooler. article (junior, middle, senior, preparatory group)

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Tatyana Stanislavovna Kurtsaeva

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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 activity appears already in early childhood, when the child interacts with a variety of objects and phenomena, determines their properties and characteristics, 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.

Organization of educational activities

The structure and content of classes are determined in accordance with educational goals and their semantic content. It is recommended to conduct all classes in a playful way 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 and learns to apply it in various situations.
3. The final stage. Children study the results obtained and draw conclusions.

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

Methods for increasing cognitive activity of preschool children

O. D. Bugaeva teacher of MKDOU No. 14 “Mishutka”

Karachay urban district

[email protected]

“Methods of increasing the cognitive activity of preschool children.”

Kindergarten teachers today face a difficult task - to organize the pedagogical process so that it complies with the Federal State Educational Standard and ensures the preservation of the intrinsic value and uniqueness of the preschool period of childhood. The implementation of this task objectively requires a qualitatively new approach to teaching and raising children, organizing the entire educational process. Education for children should be developmental, exciting, problem-solving, playful, ensure the child’s subjective position and the constant growth of his independence and creativity.

According to the standard of preschool education, the construction of educational activities should be carried out on the basis of the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education; promote the formation of cognitive interests and cognitive actions of the child in various types of activities; to intensify the development of children's interests, curiosity and cognitive motivation. Analyzing the above, we can conclude that the main task of the teacher is to create conditions that “provoke” interest and curiosity.

A preschooler is inherently an explorer of the world around him. He is interested in everything unknown and unusual. He enthusiastically and emotionally perceives the information that he himself obtained in his experiments, games, and conclusions. Therefore, we try to structure our classes in such a way as to retain his attention and enthusiasm for the process of cognitive activity as much as possible.

Cognitive activity is the child’s active activity in acquiring and using knowledge. It is characterized by the child’s cognitive activity, his active transformative position as a subject of this activity. An important component of cognitive activity is cognitive interest - focus on the material (game, environmental, mathematical, etc.), associated with positive emotions and generating the child’s cognitive activity.

Cognitive activity is always based on a problem, so its goal is determined by solving the difficulties that have arisen. The motive for cognitive activity in preschool age is determined by the needs of other activities that are significant for the child, primarily play. The younger the child, the more gaming and practical techniques are used.

It is well known that there is no activity without a motive. For this purpose, incentives are used, i.e. external stimulants of a certain activity, the tasks of which are to evoke and strengthen preschoolers’ own motives for activity. Motivation can be different: practical, playful, educational.

The motivational sphere of a child is quite diverse. Based on the interest in the world of adults and the imitation of children, we use role-playing games in our classes and invite children to become artists - illustrators, architects, sculptors, store shoppers, etc.

When thinking through a game situation, we take into account the children’s knowledge, interests, gaming experience, and imagine what specific problems are solved during GCD when using one or another game technique.

Methods for increasing cognitive activity (Prof. N.N. Poddyakov, A.N. Klyueva)

• Elementary analysis (establishing cause-and-effect relationships).
• Comparison.
• Modeling and design method.
• Method of questions.
• Repetition method.
• Solving logical problems.
• Experimentation and experiences.

Methods for increasing creative activity (Prof. N. N. Poddyakov)

• Emotional intensity of the environment.
• Motivating children's activities.
• Study of objects and phenomena of living and inanimate nature (survey).
• Forecasting (the ability to consider objects and phenomena in motion - past, present and future).
• Gaming techniques.
• Experimentation.
• Problem situations and tasks.
• Vague knowledge (guesswork).
• Assumptions (hypotheses).

In this article, we will not delve into theory, but will try to share practical ways to motivate a preschooler to engage in cognitive activity.

In older preschool age, cognitive interest displaces play motivation. At this age, problem-based learning technology is the most effective, since it is aimed primarily at ensuring that the child independently obtains knowledge and learns to apply it in solving new cognitive problems.

Problem-based learning is an organization of educational activities that involves the creation, under the guidance of a teacher, of problem situations and the active independent activity of students to resolve them, as a result of which independent creative acquisition of knowledge and development of thinking abilities occur.

The guys are presented with a problematic situation, a problematic question. Based on the knowledge and skills they have already acquired, they cannot solve this problem. Then the teacher very delicately, imperceptibly directs the work of collective thought towards mastering, acquiring new knowledge and skills, and establishing new connections. Solving a problem situation is the result of teamwork.

Research (I.Ya. Lerner, N.N. Poddyakov, L.A. Paramonova, etc.) emphasizes the special role of problem-based learning in the development of children’s mental activity and their creative powers [3,5]. “Thinking,” writes S. L. Rubinstein, “usually begins with a problem or question, with surprise or bewilderment, with a contradiction. This problematic situation determines the involvement of the individual in the thought process; it is always aimed at solving some problem” [7].

In the classroom, the main thing in the teacher’s activity is the organization of children’s educational and cognitive activities. He does not abuse the communication of information, but involves children in the course of his reasoning, in the independent “acquisition” of knowledge, and creates situations of “discovery.” It is necessary to teach children rational methods of cognition, to form a culture of activity; prevent possible errors [1].

To increase cognitive activity we use:

- Classes in which there is an element of competition (based on competition between children): who can name, find, identify, notice, etc. faster.

— Classes with plot-role-playing games (the teacher enters into the plot-role-playing game as an equal partner, suggesting the plot line of the game and thus solving learning problems).

-Exploration activities captivate and fascinate children with their unpredictability (flies - does not fly, swims - drowns, etc.). First, the guys express their versions and hypotheses, and then empirically test their truth.

- Activities - travel (to the forest according to the seasons, to space, according to a fairy tale, to the past of some objects, to the country of Mathematics, Grammar, etc.).

— Classes are concerts where poems, songs, and dances on a specific topic are used.

— Classes - “excursions” to various museums give children the opportunity to learn from each other. Children act as guides, having prepared a message on any topic in advance.

— Classes — “Intellectual quizzes” with answers to the questions: what? Where? When?

Children are divided into teams, which then compete with each other. Organizing this type of training does not require a lot of time and money. From a cardboard circle and a short pencil they made a top with an arrow, multi-colored envelopes with questions - and all the paraphernalia for the game “What? Where? When?" ready.

— Classes in the form of quest games. A quest is a fascinating adventure and game. Moving through the stations, the team completes the task and receives hints on where to look for the next task. The teacher develops a scenario and route in advance, thinks through tasks and rewards, and uses “unexplored” corners of the educational space.

— Classes using mind maps. As you know, the educational process in preschool educational institutions is planned on the basis of lexical topics in order to ensure the integration of all educational areas. To reveal the completeness of the chosen topic, so that children can better assimilate new knowledge on the topic of the week, we build mind maps. What it is? A mind map is, first of all, a thinking technique, and not a way of recording a result, i.e. the most important thing is the process of acquiring new knowledge. Drawing up a mind map can be called visualization of thinking. For example, our theme for the week is “Space”. In the center of the sheet we place the central concept. We invite the children to come up with an icon to represent it. Next we ask the question: “What do you imagine when you hear the word “space”?” We sketch all the associations proposed by the children or designate them with pictures on the “shoots” extending from the main concept (planets, constellations, astronauts, rockets, etc.) Branches extend from the “shoots” - detailing the proposed concepts. For example, cosmonauts are the first cosmonaut, the first woman cosmonaut, the first cosmonaut to walk into outer space, etc.; rockets include launch vehicles, the ISS, and artificial satellites.

When creating such intellectual maps, the teacher seems to follow the child’s logic, sometimes asking leading questions: “How? Where? For what? For what? What can you compare it to?” Thus, using the creation of mind maps by children, we ensure the integrity of children’s assimilation of certain knowledge.

The use of the mind map method teaches preschoolers to see the world in all its diversity, to find positive solutions to emerging problems, which will be very useful for children both at school and in adult life.

Thus, in pedagogy there are many methods and techniques that increase the cognitive activity of children both in educational activities and in independent activities. The teacher himself chooses the most appropriate methods specifically for the children in his group, taking into account the existing knowledge and skills, interests, and play experience of the children.

Literature:

1. Kozlova S.A., Kulikova T.A. Preschool pedagogy
2. Lisina M.I. Development of cognitive activity of children in the course of communication with adults and peers // Issues. psychology. 1982 No. 4 P. 18-35.
3. Lerner I.Ya. Issues of problem-based learning at the All-Union Pedagogical Readings.//Soviet Pedagogy.-1968.-No. 7.
4. Matyushkin AM Problem situations in thinking and learning. - M.: Pedagogy, 1972.
5. Poddyakov, A. N. Exploratory behavior. Cognition strategies, help, counteraction, conflict [Text] / A. N. Poddyakov. - M.: Education, 2000. - P.45.
6. Poddyakov A.N. Development of research initiative in childhood. dis. Doctor of Psychology Sci. M.: Faculty of Psychology, Moscow State University, 2001 Electr. version: https://www.aspirantura.spb.ru/dissers/poddiakov.rar.
7. Rubinstein S. L. Fundamentals of general psychology. - M., 1946. P. 347

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 involve 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 research technologies and is perfect for joint activities between a teacher and children.

One of the most important tasks of the 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, developmental activities are more suitable. 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 independently searching for a task or problem, the content of the activity, and finding the best ways to 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.

Methods of cognitive development of children

The method of cognitive development of preschool children that we offer has all the features of a system: the logic of the process, the interconnectedness of all blocks, integrity, since it is built on the basis of integration of the content of forms, methods and types of activities in the field of formation of integrative personality qualities.

The success of solving the problem of cognitive development of preschool children depends on how a number of principles are implemented in educational activities. When developing a methodology for the cognitive development of preschool children in the integrated educational process, we were guided by the following principles outlined by L.V. Trubaychuk: the principle of a system-forming factor, the principle of isolating isolated elements from the content, the principle of dynamism, the principle of flexibility, the principle of conformity to nature, the principle of cooperation between the teacher and children. The principles of the methods of cognitive development of preschool children that we have considered act in interaction with each other and function as an integral system.

By the methodology of cognitive development of preschool children we understand a purposeful multidimensional process that includes three blocks (cognitive, activity, emotional-sensory), the implementation of the content of which is ensured through various forms, methods and means of cognitive development of a preschool child:

• cognitive, aimed at obtaining information about the world around us (through sensory cognition, solving cognitive and intellectual problems) and forming a holistic picture of the world;
• activity-based, reflecting the organization of different types of children's activities (role-playing games, project and research activities of preschool children, experimentation), aimed at developing the child's cognitive activity;
• emotional and sensory, determining the child’s attitude to knowledge.

The cognitive component of the methodology was introduced as follows: a system of didactic games, cognitive tasks for each topic of calendar-thematic planning, and tasks for the development of intellectual skills of preschoolers were developed.

We carried out targeted work on the sensory development of preschool children throughout the entire stay of children in kindergarten, starting from a young age. In our work on the sensory development of preschool children, we conducted the following didactic games:

1. Didactic games to develop tactile sensations:

• Wonderful bag.
• Determine by touch (find objects that differ in one way).
• Handkerchief for a doll (identifying objects by the texture of the material, in this case determining the type of fabric).
• Find out the figure (it is suggested to take the proposed figure out of the bag by touch).
• Find a pair (the child is asked to find pairs of identical objects by touch).

2. Didactic games and exercises to reinforce the concept of form.

• Find an object of the specified shape (the child is asked to find pictures depicting objects that are similar in shape to the given shape).
• What shapes does the object consist of? (you need to determine from the drawing what geometric shapes the object consists of and how many there are).
• Find an object of the same shape (learn to identify shapes in specific objects in the environment).
• Which figure is the odd one out? (definition of an extra figure in a row of four geometric figures, propose to explain the principle of exclusion).

3. Didactic games and exercises to reinforce the concept of quantity.

• Compare objects by height.
• The longest, the shortest (suggest arranging multi-colored ribbons by length, from shortest to longest; alternatively, you could suggest comparing the ribbons according to several criteria).
• Multi-colored circles (offer to place circles (or another geometric figure), starting from the largest, so that the color of the previous circle is visible).
• Which box? (distribute five types of toys of different sizes into five different boxes depending on size).
• Further - closer (offer to determine the position of objects from the drawing, which are drawn closer and which are further).

4. Didactic games and exercises to reinforce colors.

• What color is missing?
• What color is the item? (offer to choose the required color for the item).
• Assemble a garland (suggest from memory that you assemble a garland of multi-colored circles in accordance with the sample).
• What colors are used? (showing an image of objects of the same color and its shades, learn to name and distinguish two shades of the same color, practice using words denoting color shades).
• Let's clarify the color (learn to distinguish and name similar colors).

We solved cognitive problems with children of middle and senior preschool age. We have developed a system of cognitive tasks in the main sections:

• Inanimate nature: why do tree branches sway? Why are there puddles on the ground? Why did the water outside freeze? Why does snow melt indoors? Why is snow sticky? Why does it rain in summer and spring, and snow in winter? Why does the soil thaw by midday in the spring and freeze by evening? Who broke the stone - boulder? and etc.
• Living nature: can plants grow without light (moisture, heat)? Why do plants grow quickly in spring? Why do plants wither, turn yellow, and lose leaves in the fall? Why is cactus rarely watered, but balsam often? Why do fish swim? Why does the hare jump? Why does a hare's fur color change in autumn? Why does the tit have a thin beak, while the bullfinch has a thick beak? Why does a turtle need a shell? Why is the caterpillar not visible on cabbage leaves? Why do the rooks arrive first, and then the swallows? Why does the life of animals change in winter? Insects, etc.

Here is an example of solving one cognitive problem on the topic: “Who broke the stone - boulder?”

Purpose: To consolidate children’s understanding of the structure of solid matter, to show children the influence of external factors on solid matter. Learn to solve research problems using the system operator.

The process of solving this cognitive task begins with organizing the game “What does it look like?”, the essence of which is to provide preschool children with the following riddle:

In color I look like…..a mouse. I am shaped like…..like an egg. In size I look like…..an elephant.

(stone - boulder)

The riddle allows you to solve problems in the educational area “Cognition”.

Next, we moved on to directly solving the research problem, first identifying the problem to the preschoolers: “There is a boulder on the territory of the kindergarten. It split in half. Who broke it? To answer this question, preschoolers were asked to use a miracle screen and asked the following series of questions in succession:

1. What object is the problem talking about? (about the boulder).
2. What parts does a boulder consist of? (from little people). Tell me what kind of “little people” they are near the boulder, I’ll draw you (solid, friendly, standing very close to each other, etc.).
3. Where is the boulder located? What weather conditions affect it? (heat, cold, rain, etc.).
4. When is it cold? Hot? (Depends on the time of year: snow in winter, cold, etc.).
5. How does the weather change in summer, spring and autumn? (hot during the day, cold at night; sometimes hot, sometimes rain...). Then we made a small conclusion: As the parts of the day change, the air temperature also changes. The organization of this conversation integrates children’s knowledge and allows them to implement the tasks of several educational areas, such as: “Cognition”, “Socialization” and “Communication”.
6. What happens to the “little people” at low temperatures? (they are cold, cuddling each other).
7. At high temperatures? (they feel hot and start waving their arms).

In order to more clearly represent the designated phenomenon, we played the game: “Cold - hot.” In this game, children were asked to play the role of “men” of a large stone. We indicated the situation to the children: You are cold. It's hot now. Cold, hot (Children either speed up or slow down). As a result, these “little men” did not have time to take position, and the stone cracked. They continued to demonstrate this situation up to 3-4 times and concluded that many cracks had formed in the stone and it had split. Such a visual demonstration of the solution to the problem ensured the implementation of the goals of the educational field “Physical Education”.

As a conclusion, when solving the presented cognitive task, the children were asked the question: “Who broke the stone?”

Organizing the cognitive development of preschool children by solving search problems allows the teacher to systematize the knowledge of preschool children from various educational fields, form their mental activity, develop cognitive interest, and the ability to independently draw conclusions.

For children of senior preschool age, in connection with their increased intellectual skills, intellectual tasks were provided (“Gather a figure”, “Wonderful transformations”, etc.).

The game “Assemble a figure” , the purpose of which is to teach children to analyze the elementary diagram of an object. The children were seated at tables and told that they would now collect different figures. They showed the first picture - an airplane. The picture was positioned so that the children could see it the entire time they were putting it together. Then the children received sets of figures from which they could put together a picture. The children put together a picture from their parts, and the teacher observed whether this picture corresponded to the model. The teacher noted those who completed the task correctly and faster than others. Then the children were presented with the next picture. By fulfilling the conditions of this game, children learned to analyze the structure of objects.

The didactic goal of the game “Wonderful Transformations” is to teach children to create in their imagination various images and situations based on visual models. The children sat down at the tables. The teacher said that now they would play the game “Wonderful Transformations”. He will show the children different cards, and they must think about what it looks like, imagine and draw a picture on their sheet of paper. Anyone who wanted could draw not one, but two or more pictures. When the drawings were ready, the children looked at them together and analyzed them. When evaluating the works, we noted the correspondence of the drawings to the given substituents (in color or size), the presence of a single plot, and the originality of the content and composition. The game was repeated with different cards. In the process of completing the tasks of the game, the children developed their imagination.

This is how a system of work was carried out on the cognitive component of the cognitive development of preschool children; the methodology for working on the activity component of cognitive development was presented as follows. The activity component was implemented through project, research and experimentation.

During the formative stage, various types of projects were used with children of the older group: complex: “The World of Theatre”, “Hello, Pushkin!”, “Echo of Centuries”, “Book Week”; intergroup: “Mathematical collages”, “The world of animals and birds”, “Seasons”; creative: “My friends”, “In our boring garden”, “We love fairy tales”, “The world of nature”, “Rowan berries of Russia”; group: “Tales of Love”, “Know Yourself”, “Underwater World”, “Fun Astronomy”; individual: “Me and my family”, “Family tree”, “Secrets of grandma’s chest”, “Fairytale bird”; research: “The World of Water”, “Breath and Health”, “Nutrition and Health”.

The project is based on a research method of teaching, during which children learn to conduct independent research, learn to collect available information about the object of research, record it, and expand their horizons.

We have also developed and conducted a number of experiments for preschool children. Among the experiments and experiments with living nature, the following were used: “Evaporation of moisture from plant leaves”, “Where is it better to grow”, etc. The following were proposed as experiments and experiments with inanimate nature: “Dry from the water”, “Let’s help the water become clean” " and etc.

For example, “Where is the best place to grow? ”

Purpose: To establish the need for soil for plant life, the influence of soil quality on the growth and development of plants.

The children planted grains in the ground, sand and clay. At the first stage, children expressed opinions about which soil is more favorable for plants and explained them.

The guys, having a certain amount of knowledge, intuitively understand that the earth is more favorable soil for plants, but they cannot explain why. And only towards the end of the experiment the children came to the following conclusion: that the earth is fertile, it has a lot of minerals, it is loose.

This experiment aroused keen interest among the children: they eagerly watched the plants sprout and made sketches.

Experience “Let's help the water become clean .

Goal: Develop the ability to set goals and plan your work. Create conditions for identifying and testing various methods of water purification.

The children were presented with a problematic situation. A letter arrived from the residents of the Flower City, where they say that their water supply has broken down, and the water in the river is dirty, and they don’t know what to do?

Children suggest taking different materials for the filter: cotton wool, paper, gauze, napkins, cloth. Take everything you need to purify the water yourself.

The children independently came to the conclusion that:

• • dirt remains on the filter, the water becomes clean;
• such water should not be consumed as food;
• • it can be used in everyday life (wash hands, wash floors, wash clothes...).

The emotional-sensory component of the cognitive development methodology was implemented through the development of children’s emotional responsiveness through the means of music, fiction, visual arts, and nature; creating a situation of success for each child in cognitive activity, which sets him up for a positive attitude towards learning the surrounding activities.

We solved the problem of developing the emotional responsiveness of preschool children through music, fiction, visual arts, and nature. For this purpose, the necessary repertoire, a list of educational books, a collection of reproductions of paintings were selected, and plans for excursions and observations in nature were developed.

In the course of direct educational activities on the topic “Seasons” we used the following repertoire: P.I. Tchaikovsky “The Seasons”, I. Strauss “Voices of Spring”, M. I. Glinka “The Lark”, A. Vivaldi “The Seasons”. This musical accompaniment made it possible to emotionally fill the educational process and maintain children’s interest in cognitive information throughout the entire educational activity.

We also used reproductions of paintings by I.I. Shishkin, poems by A.S. Pushkin about the seasons, for example: “Sad time! The charm of the eyes!”, “The sky was already breathing in autumn...”, etc.

These tools allowed us to most fully develop the emotional responsiveness of preschool children. Creating a situation of success presupposed specially organized activity by an adult, when the child felt joy and success from the process or result of his activity.

In general, work on the cognitive development of preschool children in the integrated educational process was based on the cognitive capabilities of preschool children, was built taking into account the principle of integration and ensured the formation of a holistic picture of the world of children. All components of the methodology (cognitive, activity and emotional-sensory) are closely related and complementary.

Author: © A. S. Mikerina UDC 372: 378
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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. The child’s active participation in the educational process contributes to faster and more intensive development of his cognitive activity and abilities.

Development of cognitive activity of preschool children

It is important that the process of working with a child is emotionally charged. The child should like everything he does; therefore, you need to monitor the baby’s mood.

Generalization function

. The function of generalization is the ability to compare objects, actions, phenomena, and also find a common feature for them. This quality is the most important condition for mastering elementary concepts, and therefore for successful learning.

A young child learns to interact with the world of objects. He comprehends the essence of large household objects, watches how adults use them, plays with identical toys, assimilates the actions he sees, and learns to use different objects independently.

First you need to teach your child to recognize objects that are familiar to him, distinguish them from each other, and find similarities. For example, a mother can show her baby toys that have the same name but have a different appearance: for example, a doll is large or small, a ball is soft or hard, etc.

Parents need to encourage children to make sounds and words about what they saw or did. Sometimes the baby has developed certain skills (eating with a spoon, wiping with a towel), but he cannot identify and name the objects he uses. To do this, the child needs to ask questions and connect activities with the objects that the baby uses.

Development of perception

. Perception is the leading mental process in the development of cognitive activity of a young child, a system for a person to reflect manifestations of the surrounding world through their influence on the senses. It is perception that determines the consciousness and behavior of children. Memory, thinking and attention are entirely related to perception: the child recognizes the objects that he perceives, establishes connections between them, and perceives those objects that fall into the area of ​​his attention.

The baby’s experiences also depend on the perception of actions and phenomena. “In order to correctly navigate the environment, it is important to learn to correctly perceive both individual objects and as a whole.” The simplest forms of perception are formed in infancy: the baby develops conditioned reflexes as a reaction to stimuli. A child of primary preschool age identifies attractive and bright objects, something unusual, moving, to which he responds emotionally.

The formation of perception is a complex process that requires special attention, which is aimed at helping the baby navigate the world more easily, be able to distinguish the subtlest aspects of the surrounding reality, and adapt faster. With the help of games and exercises, you can direct the formation of perception in the right direction:

Study

The purpose of the study is for the child to master various ways of implementing cognitive initiatives. Children define and solve a problem 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 type of experimental activity is 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.

Cognitive development of a preschooler - through the use of modern pedagogical technologies

Cognitive development of a preschooler - through the use of modern pedagogical technologies

At the present stage of development of preschool education, much attention is paid to the problem of cognitive development of preschoolers. State Educational Standards for Preschool Education considers the formation of a child’s cognitive interests and cognitive actions in various types of activities as one of the principles of preschool education. The relevance of the problem of developing cognitive interest at the socio-pedagogical level is determined by the search for new pedagogical means in organizing the educational process in preschool educational institutions. The identification of the problem of developing cognitive interest as a key one in the self-development of a preschooler’s personality is due to a number of reasons, and first of all, the demand of society: one of the principles of state policy in the field of education is the priority of the free development of the individual (Article 2), the creation of conditions for his self-determination and self-realization.

In many studies, the development of cognitive interest is associated with the construction of oneself as an individual in the process of activity (R.R. Vetchinkina, L.S. Vygotsky, A.N. Leontiev, A.S. Makarenko, V.A. Sukhomlinsky, S.L. Rubinstein, G.A. Tsukerman, I.S. Yakimanskaya, etc.)

However, despite the fact that the idea of ​​self-development of a preschooler’s personality is firmly established in pedagogical research, it does not find proper implementation in the practice of preschool educational institutions.

The study and analysis of the pedagogical activities of preschool educational institutions made it possible to identify the following negative factors that have developed in the mass practice of preschool education

— overorganization and regulation of the life activities of preschool children, during which the interests and desires of children are not always taken into account. Play activities are often replaced by learning activities typical of primary school. As a result, weak motivation for the cognitive activity of most preschool children is revealed; children often show passivity in solving the tasks assigned to them.

In addition, the standard is aimed at developing the intellectual qualities of preschoolers.

Thus, the problem of developing the cognitive abilities of preschoolers requires a special attitude on the part of teachers, the search and application of effective means, technologies and methods of working with preschoolers. After all, the preschool period is characterized by intensive development of the child’s cognitive sphere .

The State Standard of Education uses three terms:: «

cognitive interests
” , “
cognitive actions
”
and
“
cognitive development
” .
• 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.

• 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.

In addition to questions, which are also a manifestation of cognitive actions, this includes research and experimental actions, with the help of which the child himself obtains the information he needs about the world.

• 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 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.

Research in the field of preschool education has shown that the formation of cognitive interest in preschool children is possible through modern educational technologies.

Technology is a set of techniques used in any business, skill, art (explanatory dictionary)

.

Pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching techniques, educational means; it is an organizational and methodological toolkit of the pedagogical process (B. T. Likhachev)

.

There are more than a hundred different technologies in teaching practice. We will look at just a few and those that affect the cognitive development of a preschool child.

More relevant, in my opinion, is the technology of problem-based learning.

The modern education system should be built on providing children with the opportunity to think, compare different points of view, formulate and argue their own point of view, relying on different knowledge of facts, patterns, their own observations, their own and others’ experience. We must encourage children to think and encourage their thinking, only then will they have a desire to learn, learn, and reflect. All this will contribute to the formation of “the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world” (Federal State Educational Standard for Education, section 1, part 1.6).

With such training, the child’s activity acquires a search-and-activity nature and involves cooperation between the teacher and the child in creative activities to solve problems that are new to him. Problem-based learning is understood as such an organization of classes that involves the creation, under the guidance of a teacher, of problem situations and the active independent activity of the student to resolve them, as a result of which the creative mastery of knowledge, skills, abilities, and the development of thinking and creative abilities occurs.

Let us consider the following technology in more detail, since in preschool childhood play is the leading activity, therefore the use of gaming technology

is a mandatory part of the educational process. Game pedagogical technology is the organization of the pedagogical process in the form of various pedagogical games.

The main goal of gaming technology is to create a full-fledged motivational basis for the formation of skills and abilities of activity, depending on the operating conditions of the preschool institution and the level of development of children.

Implementation of gaming technologies

is based on the following provisions:

• the game stimulates children's cognitive activity

,
“provokes”
them to independently seek answers to emerging questions, problematic situations, and contradictions;

• in the game, the position of the adult and the child is equivalent and is built on a parity (equal) basis, which is due to the nature of the gaming relationship;

• the game allows you to update the life experience of children, including their everyday ideas about something;

This technology is closely intertwined with the technology of creating conditions for children’s educational play activities.

This applies to

1. TRIZ technology

-theory
of solving inventive problems
.

2. Games-activities with Dienesh blocks, Cuisiner sticks

3. Pedagogical technology of educational games

B. P. Nikitina.

4.Pedagogical technology of intensive development

intellectual abilities V.V. Voskobovich.

We have all probably heard about TRIZ technology more than once, but few people use it in practice, and yet the goal of TRIZ is not just to develop children’s imagination, but to teach them to think systematically, with an understanding of the processes taking place.

Games using TRIZ technologies allow you to develop a creative personality,

non-standard thinking in the process of children mastering TRIZ methods and techniques. We will devote the third RMO to this technology and consider it in more detail.

All gardens probably have Gyenosha blocks and almost all Cuisineer sticks. Games - activities with Dienesh blocks and Cuisiner sticks allow the child to master the methods of action necessary for children to develop elementary mathematical concepts, and also develop creativity, imagination, fantasy, the ability to model and design, and develop logical thinking ,

attention, memory, foster independence, initiative, perseverance in achieving goals.

Slide 14

Pedagogical technology of educational games B

. P. Nikitina

The game activity program consists of a set of educational games

.
Each game is a set of problems
that the child solves with the help of cubes, bricks, squares made of cardboard or plastic, parts from a mechanical designer, etc. In his books, B. P. Nikitin offers
educational games with cubes
, patterns, frames and Montessori inserts, unicube, plans and maps, squares,
“Guess”
, hundred tables,
“dots”
,
“clocks”
, thermometer, bricks, cubes, constructors. Children play with balls, ropes, rubber bands, pebbles, nuts, corks, buttons, sticks, etc., etc.

In the senior group Rainbow, the parents made such a “Unicube”

.
The game promotes the development of attention ,
perseverance, and teaches analysis and synthesis.

Pedagogical technology of intensive development

intellectual abilities of V.V. Voskobovich’s games also contributes to solving problematic and creative problems, which means the development of children’s intellectual abilities.

On the slide is the game “Math Tablet”

as we used to call it.
This is a unique “rubber”
construction set that teaches how to work with a coordinate grid and trains fine motor skills of the hand and fingers.
It also develops imagination and logic .
Gaming technologies ,

if they are used in a system and purposefully, they contribute to the formation of mental operations, the development of mental processes, ensure the development of cognitive activity, independence of creative forces, and form children's initiative and individuality.

The next technology is interactive learning technology

this is a special form of organizing cognitive activity in the form of dialogue
learning
, when the educational process proceeds in such a way that almost all students are involved in the process of cognition, they have the opportunity to understand and reflect on what they know and think. The joint activity of preschoolers in the process of learning and mastering educational material means that everyone makes their individual contribution, knowledge, ideas, and methods of activity are exchanged.

Thus, the organization of children’s cognitive activity in the form of interactive learning makes it possible to solve such problems as:

-develop the thinking processes of preschoolers (analysis, synthesis, etc.);

-develop age-appropriate abilities to solve intellectual and personal problems;

-develop children’s speech activity;

-develop communication skills;

- interaction of preschoolers;

-develop the ability to accept moral norms and rules when working in a team.

Interactive learning requires the use of special forms of organizing cognitive activity and sets very specific and predictable goals, for example, the creation of comfortable learning conditions and the involvement of preschoolers in educational and game interaction, which makes the learning process itself productive.

1. One of the forms of interactive learning is a way of collecting, processing and storing information - so-called “Lapbooks”. We call them “smart homemade books.” A laptop is a homemade interactive folder with pockets, doors, windows, and movable parts that a child can take out, rearrange, and fold at his own discretion. It collects material on a specific topic. Creating a laptop helps consolidate and systematize the material studied, and looking at the folder in the future allows you to quickly refresh your memory of the topics covered. Today teachers will demonstrate their laptops in more detail.

2. According to the requirements of the Federal State Educational Standard, the introduction of innovative technologies is intended, first of all, to improve the quality of education, increase the motivation of children to acquire new knowledge, and speed up the process of acquiring knowledge. One of the innovative areas is computer and multimedia technologies.

The use of information and communication technologies in preschool education is becoming increasingly relevant, as it allows the use of multimedia, in the most accessible and attractive, playful form, to develop the logical thinking of children and strengthen the creative component of the educational process.

The use of computer technology helps:

- attract passive children to active activities;

— make OOD more visual and intensive;

- activate cognitive interest;

— activate thought processes (analysis, synthesis, etc.);

— implement student-oriented, differentiated approaches in educational activities.

Information technologies significantly expand the capabilities of educators and specialists in the field of teaching preschool children. This technology is widely used by all teachers.

The following technology is actively used by teachers in any field. And we will talk about it separately at the next meeting of the RMO; this is the technology of project activities.

Research technology

contributes to the formation of basic key competencies in preschoolers, the ability for an investigative type of thinking.

Methods and techniques for organizing experimental research

activities:

- heuristic conversations;

— raising and solving problematic issues;

— observations;

— modeling (creating models about changes in inanimate nature);

- experiments;

— recording the results: observations, experiences, experiments, work activities;

— “immersion” in the colors, sounds, smells and images of nature;

- imitation of voices and sounds of nature;

- use of artistic words;

— didactic games, game-based educational and creative development

situations;

- work assignments, actions.

Contents of educational and research activities

1. Experiments (experimentation)

• State and transformation of matter.
• Movement of air and water.
• Properties of soil and minerals.
• Living conditions of plants.

1. Collecting (classification work)

• Types of plants.
• Types of animals.
• Types of building structures.
• Types of transport.
• Types of professions.

1. Travel on the map

• Sides of the world.
• Terrain reliefs.
• Natural landscapes and their inhabitants.
• Parts of the world, their natural and cultural “marks” are symbols.

1. Journey along the “river of time”

• The past and present of humanity (historical time) in the “marks” of material civilization (for example, Egypt - the pyramids).
• History of housing and improvement.

The use of mnemonics technology
in
the educational process of a preschool educational institution not only has a cognitive and developmental function, but also actively stimulates the child’s speech.
K.D. Ushinsky also said: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly.”
MNEMOTECHNICS is the art of memorization through the formation of artificial associations using a system of methods and techniques that ensure effective memorization, preservation and reproduction of information, the purpose of which is the development of not only memory of various types (visual, auditory, motor and tactile), but also thinking, attention, imagination.

We easily incorporate this technology into all types of classes, and from my own experience, I believe that it is more rational to introduce it with children 4-5 years old, since they have accumulated a basic vocabulary. The work uses mnemonic tracks and mnemonic tables (schemes containing certain information).

Analysis of the essence of pedagogical technologies allows us to draw the following conclusions:

— pedagogical technologies are focused on students and are aimed at ensuring the success of learning through their own activities;

— pedagogical technologies make it possible to achieve learning goals through the development of the child’s personality; due to its assimilation of goals and objective control and self-monitoring of the quality of vocational education.

Thus, using modern educational technologies and interactive learning to develop the cognitive activity of preschoolers, in close cooperation with parents, positive results can be achieved with children.

The presence of stable cognitive interest has a positive effect on further schooling; on general intellectual development, including the formation of cognitive processes of the individual.

Under the influence of properly organized independent cognitive activity, children develop mental operations and processes, creative imagination, develop interest, strong-willed personality traits, desire to learn, concentration, and the habit of mental stress and work.