28.11.2014
Prepared by:
Fomenko S.A.,
Teacher of group No. 10 “Bunnies”
“The more a child has seen, heard and experienced, the more he knows and has learned, the more elements of reality he has in his experience, the more significant and productive, other things being equal, will be his creative, research activities"- wrote the classic of Russian psychological science
Lev Semyonovich Vygodsky.
Cognitive activity manifests itself from birth and develops intensively throughout preschool childhood and continues to develop further almost throughout life. However preschool childhood– a very important period. It is at this time that the foundation of all further knowledge of the world is laid.
Cognitive interest is an important component cognitive activity. How bigger baby accumulates knowledge and experience, the stronger the interest.
Also, the child’s interest depends on the way in which the adult conveys knowledge to the child. Information presented captivatingly and emotionally, in an age-appropriate, accessible form, captivates the child. Incorrectly presented knowledge, on the contrary, reduces interest.
IN kindergarten and in all kinds of developmental schools for children, classes are conducted aimed at developing cognitive activity. However, you cannot completely entrust the development of your child to a kindergarten or school, even if they provide excellent classes. The role of the family in a child’s understanding of the world and his adaptation in life is enormous in any case. Despite the fact that a child is interested in everything at once, you should not bombard him with a kaleidoscope of various unrelated information. We must strive to systematize the knowledge the child receives.
In preschool age, cognitive activity is aimed at living and inanimate nature through the use of experiences and experiments. During the experiment, children express their proposals about the causes of the observed phenomenon and choose a method for solving a cognitive problem.
Thanks to experiments, children compare, contrast, draw conclusions, express their judgments and conclusions. Great joy They experience surprise and even delight from their small and large discoveries, which give children a feeling of satisfaction from the work done.
Children are explorers by nature. They participate with great interest in a variety of research work. The thirst for new experiences, curiosity, the constantly demonstrated desire to experiment, to independently seek the truth extend to all areas of activity.
Conducting experiments and observations helps develop cognitive interest in preschoolers, activates thinking, and contributes to the formation of the foundations of a scientific worldview. Of course, a child learns about the world in the process of any of his activities. But precisely in cognitive activity The preschooler gets the opportunity to directly satisfy his inherent curiosity (why, why, how does the world work?).
What is also important is the parents’ own example, their pastime and, of course, the attention they pay to the child. If it is customary in the family that parents spend their evenings clicking the TV remote control from one channel to another or are too keen on computer games, but do not engage with the child, then, of course, such an environment does not in any way contribute to the development of cognitive activity in the child. Another thing is an hour of joint play with a child, during which the child receives information in a form accessible to him and immediately implements this information in an exciting game.
Cognition for a child should be an exciting activity, a game in which the parent is a benevolent guide to knowledge and experience. And in no case should knowledge become a boring and imposed duty. It's even worse if the child is afraid of making mistakes. This way you can discourage the desire for knowledge for a long time. Only in the case of exciting activities does a child awaken a thirst for knowledge and experience, and develop initiative and independence.
It is better to give the child simple knowledge about what can be observed nearby. If we study trees, we talk about pine, spruce, birch, oak, maple - about those trees that can be observed in the park or during country trips. Don't try to cram too much information into your baby's head. A little is better, but something that is easy to observe and systematize all this knowledge.
Moreover, developmental activities with a child do not require as much time as it might seem at first glance. They can be done in between. For example, on the way to grandma’s, from kindergarten or to the clinic, passing through a green courtyard, you can draw the child’s attention to how buds bloom on the trees in the spring and leaves appear, and how the linden blossoms in the summer. Observations can be accompanied by a short story that the bud is a winter “bedroom” and a shelter for a leaf, and linden flowers make an aromatic, tasty and medicinal tea. As a result, the day goes on as usual, and the child will gain knowledge and take an interesting walk in the meantime.
By the end preschool age(by 6-7 years) signs of independence and self-control of cognitive activity appear.
In conclusion, I would like to quote the words of Academician K.E. Timiryazeva: “People who have learned... observations and experiments acquire the ability to pose questions themselves and receive factual answers to them, finding themselves at a higher mental and moral level in comparison with those who have not gone through such a school.”
Consultations for parents:
"Development of children's cognitive activity"
The process of cognition of a small person differs from the process of cognition of an adult. Adults understand the world with their minds, small children with their emotions. The cognitive activity of a 2-3 year old child is expressed, first of all, in the development of perception and meaningful objective activity.
Cognitive development is a continuous process. It begins immediately after birth and ends with the last breath. Every second a person receives some new information, compares it with what is already known, analyzes it, and remembers it.
Mental and mental development a child is impossible without cognitive activity. Each age has its own capabilities, as well as individual needs for learning about the world. Everything that a baby gets acquainted with at this stage of life plays an important role for him in the future. The new information received is transformed into knowledge and, therefore, into experience.
There are two important components to consider in a child’s cognitive development.
Firstly, the actual information that the child receives from the outside world. Secondly, the child’s attitude towards the information he receives. In the first case, to improve the child’s cognitive development, it is important to analyze the following:
a) what kind of information does the child receive? : does it meet his cognitive needs? Is it completely new, or does it coincide with what the child already knows, or does it change existing knowledge?
b) how exactly the child receives information : in the process of your own activities or from the words of others? Who or what is an authoritative source of information for a child?
c) how a child can handle information ? Depending on his age and level of development, relevance and clarity of information, a child can remember it or forget it, systematize it or analyze it...
The cognitive development of a child can be divided into two stages: obtaining new information and forming the child’s personal attitude towards it.
Each new skill gives the child the opportunity for new discoveries and, the older young researcher, the more intense the development of cognitive abilities occurs. If under two years cognitive process mostly occurs through movement, then later vision begins to predominate: the child learns to look at objects, gradually connecting other methods of perception (smell, hearing, touch). By the age of five, a child has accumulated quite a large amount of knowledge. Speech acquisition plays an important role in a child’s cognitive activity. The larger the baby’s vocabulary, the more new information he is able to accept and understand. You can stimulate the development of cognitive activity through games and exciting activity. A child can learn new things everywhere: on a walk, on public transport, in a clinic. The main thing is that adults can competently talk about something new and have the imagination to come up with an interesting task for the child. For example, on the way to kindergarten you can tell what you saw. Ask your child: “What kind of transport do you see?”, “Count how many cars white", "What is white in nature?"
When reading books, it is very important to talk about what the child heard and ask questions about the illustrations. How older child, the more difficult the questions and tasks he can handle, and the more complex topics interest him.
In problem solving sensory development A significant role is played by the selection of toys and aids of different colors, shapes, and materials. You should select objects that are contrasting in one of the characteristics, but similar in others (for example, balls, cubes of the same color, but different in size). The variety of objects and their properties attracts children’s attention, and the emphasized differences and similarities of features deepen and clarify perception.
If in early infancy, the baby is characterized by unbridled curiosity and “responds” mainly to external effects, such as brightness of color, unusual shape, novelty of details, “originality and power of sound,” then in the 3rd year the child is captivated by the “hidden” properties of objects. It is important to note that it reveals “hidden” properties through targeted exploratory actions: stroking, tapping, applying to the ear, etc. The baby, as it were, “studies” the object, discovering its properties “hidden” in its design, and the more “surprises” the research activity presents to him, the more interesting the situation itself is for him. The desire for research also creates such a wonderful quality ascuriosity . The world awakens the excitement of a “discoverer” in a child. He wants to experience everything himself (what will happen?), be surprised by the unknown, learn something new in the familiar. This is how it beginsexperimentation . Search situations lead children to experimentation, i.e. that activity that allows the child to model in his mind a picture of the world based on his own experience and observations. It is necessary to make curiosity a manageable process. With the help of games with elements of experimentation it is possible to:
Continue to instill in the child a cognitive interest in the world around him. Develop his curiosity, understanding of the simplest cause-and-effect relationships in the “action-result” system.
To foster the child’s cognitive activity, the desire to learn new things, observe, remember, compare, and experiment. Transfer the actions of playful experimentation into a useful direction, developing a caring attitude towards the environment.
To cultivate aesthetic feelings, the desire to protect and create beauty.
To practically acquaint the child with some phenomena of living and inanimate nature, to form ideas about some properties of objects, things, relations of the objective world (volume, mass, movement, speed, time, hollow, through, closed space, etc.).
Teach your child to express his impressions in words.
Enrich the child’s impressions with works of poetry and folklore.
"Colorful balls"
Target : Use a game situation to familiarize the baby with such properties of water as the possibility of coloring it (takes on the color of paint, for example, when painting with a brush).
Material : Gouache and special cups filled 1/3 with clear water; white paper, stencil hot air balloon in the form of a bag with a slot for colored inserts / I8x15cm/.
An adult draws attention to the fact that he has several paints, for example, red, green, blue, yellow, and on his sheet of white paper he “tests” each paint, names the color, tries to arouse keen interest in the child, rinses the brush in a glass of water . The leaf becomes colorful. The child remembers the names of each paint. Then the child acts independently under the guidance of an adult. First, the child is invited to work, for example, with red paint. A child applies red paint to a white sheet, an adult demonstrates the technique of blurring the paint. The child paints over the entire piece of paper. His attention is drawn to the fact that the water in the glass has turned red, especially after the brush has been washed. The red leaf is set aside to dry. A jar of colored water is placed nearby. Familiarization with other paints is carried out in the same way. After all the leaves have dried, they can be placed in a bag with an image cut out on it. balloon(stencil) with dark thread. The adult takes out the leaves one by one, and the “balls” change their color: “What color is the ball?”, “What is this one?” etc.
« Magic colors»
Target: Show how mixing three primary colors produces others. So, for example, combining yellow and blue gives green, red and yellow - orange; red and blue - Violet (lilac); red and black - brown, etc.Material : Gouache, brushes, 4-5 empty transparent glasses.
The child chooses the color of paint with which he wants to paint; washes the brush in a glass, thus creating colored water. “Then the child paints with a different paint and rinses the brush in another glass, and water of a different color appears in the second glass. The child paints with all the colors one by one, rinsing the brush in a new cup each time. If the child repeatedly uses any paint, he washes the brush in a cup of the appropriate color. The adult collects all the glasses on one tray and invites the child to show a “trick”, pours, say, red water into a clean glass and adds yellow water. “What have we done? What color is the water? - Orange. These colors include sun, orange, tangerine, and flowers.” Similarly, an adult receives purple, green, brown colors etc.Note . Three colors are considered basic: red, yellow, blue. It is when they are combined that all other colors of the spectrum are obtained. Shades (blue, pink, light green and other colors) are obtained by combining primary colors with white. At the end of the game, the drawing is examined and the child tells what he drew.
"Colored Ice"
Target : While experimenting, show your child how water turns into ice (frozen water) when cooled.
Material : Polyethylene molds for playing with sand (5-7 pcs.); box of chocolates; a jug of clear water; colored water in glasses.Note . This activity can be the logical conclusion of the game situation described in the previous two games.
An adult talks with a child about winter, asks about its signs (snow, ice, cold). He emphasizes that in the cold, water turns into ice: “We will make pieces of ice with you.” Places the molds on the table. In front of a childpours clear water into some molds and colored water into others. “When we go for a walk, we’ll take them out into the cold and see what we can do.” In the second part experimental activities a candy box is used to make “beads”. In the presence of children, colored water is poured into the molding packaging (it is advisable to alternate contrasting colors, for example, blue, yellow, green, red, purple, etc.). Then you should put a thick thread into the filled molds, which should freeze into pieces of ice in the cold. During a walk, an adult invites the child to see what happened to the water. When it’s time to go for a walk, an adult, in the presence of a child, takes out colored “strings of beads” and decorates a Christmas tree, paths or snowman with them outside.
"Find the bell"
Target : Teach to find a given object by auditory perception.
Material : Boxes (3-4 pcs.) in which sounding objects are placed, for example, a bell, pebbles, a rattle. One box remains empty.
The adult shows the child closed boxes and says that three boxes contain different objects, but one contains nothing. Asks you to find a box that is missing any items. He suggests how this can be done: “Twist the box, listen: is there something in there?” The kid finds a box that doesn't make a sound. “So it’s empty,” explains the adult. In the second part of the lesson, the child determines by hearing what is in which box: the bell is ringing, the rattle is rattling, and the pebbles are knocking. If the baby finds it difficult, the adult helps. Subsequently, the child will develop a more subtle differentiation of sounds. The baby learns that the contents of the box can be determined by hearing. After experimentation, the game with found objects unfolds situationally, i.e. according to the child's plan.
"Sunny Bunny"
Target: Show how you can use a mirror to reflect a ray of sunlight, causing glare on the walls or on the grass, road, or water.
Material : Small mirror (7-10 cm in diameter)
The game is played on a sunny day indoors or outdoors. A “sunny bunny” is the name given to a ray from a mirror surface; children are invited to watch how a bunny “runs” across the grass (on the street) and how it plays hide and seek (in the room). The game unfolds situationally at the request of the children: they can simply watch the sunbeam jump and ask them to play with the mirror themselves; the baby wants to catch a sunbeam and tries to pick it up; an adult and a child make “sunny bunnies” at the same time, each with their own mirror: one bunny “catches up” with the other, etc.
“Where does the sun spend the night?”
Target : Draw the baby’s attention to the fact that the sun changes its position in the sky during the day. The sunrise can be seen through one window, and in the evening the sun set can be seen from the other side, through another window.
In the morning, on a sunny day, an adult invites the children to “say hello” to the sun and offers to extend their palms to the sun: “Hello, hello, sunshine!
And now the toys will say hello to the sun: Stutterer, Mishka, the doll Nastya, and all our beloved friends, everyone says: “Hello, Sunshine!” During the day, if the children remain interested in observation, the adult draws their attention to the fact that the sun is no longer where it was; the sun is “walking”. In the evening, an adult shows the sunset and says: the sun is leaving, “setting”, hiding behind the horizon, going to “sleep”, to rest. “You see, in a completely different direction, you can watch it from the opposite window (on the western side). “Let’s say to Sunny: “See you tomorrow.” We will meet the Sun again in the morning!” - explains the adult.
Consultation for parents on the topic:
"Your Child's Cognitive Interests"
The level of development of cognitive interests largely determines the child’s preparation for school. Therefore, it is important for parents to know the indicators of cognitive interests in older preschoolers. Observe your child in various activities, in communication with adults and peers, to find out whether he has developed cognitive interests. Please note the following:
- Does your child ask questions, what is their content and quantity?
- Does the child strive to expand his knowledge about a subject that interests him, using various media?(asks to read, tell; examines illustrative material; independently observes; carries out simple experiments; refers to television and radio programs, etc.)
- Does he tell adults and peers about his interests?
- participates in a conversation about what interests him(does he show activity, initiative, and willingly share his knowledge)
- Does he reflect his impressions in different types of activities, while showing initiative and creativity?(games, stories, drawings, modeling, design, crafts from natural material etc.)
- Is he able to concentrate for a long time, are there any distractions, can he basicly plan activities, does he try to overcome difficulties that arise?
- Is the child characterized by enthusiasm, emotionality and expressiveness of speech, facial expressions, movements when showing interest?
Soon our children will become schoolchildren. What will school life bring them? Will it be successful, joyful, or will it be overshadowed by failures and disappointments? This largely depends on how we prepare a child for school, how much we are able to develop in him those qualities that determine the effectiveness of learning.
When preparing a child for school, nurturing his internal need for knowledge is of great importance. The need to develop cognitive interests in older preschoolers is convincingly proven by the results of modern research devoted to the study of the characteristics of educational work with first graders. A certain category of underachieving and undisciplined students are the so-called "intellectually passive" children who are characterized by a negative attitude towards mental work and a desire to avoid active mental activity. Reason "intellectual passivity" children's cognitive interest is unformed in preschool years.
The desire to learn new things, to find out what is unclear about the qualities, properties of objects, phenomena of reality, the desire to delve into their essence, to find the connections and relationships between them characterize developing cognitive interest. The basis of cognitive interest is active mental activity. Under its influence, the child is capable of longer and more stable concentration and attention, and shows independence in solving mental or practical problems. The positive emotions experienced at the same time - surprise, the joy of success, if he showed a guess, received the approval of adults - create confidence in the child in his abilities.
Cognitive interest is associated with memory activity. You, of course, have noticed that a preschooler remembers easier and more firmly interesting material, reproduces it faster. The condition for the emergence of cognitive interest is the establishment of a connection between existing experience and newly acquired knowledge, finding new aspects, properties, and relationships in a familiar, well-known object.
The cognitive interests of preschoolers are characterized by such qualitative features as breadth and stability. Let us explain these features using the following examples. Many children in our group - Alyosha, Sasha, Mitya - have developed cognitive interests. Alyosha is interested in technology. The group turns on a vacuum cleaner, floor polisher, tape recorder, filmoscope - Alyosha is right there. On walks, he stands at the fence for a long time, watching the work of the crane and the transport. He prefers playing with metal construction sets over all games. He understands drawings, assembles models well, and makes improvements to them. How many questions does Alyosha ask about technology, instruments, machines! And he loves books that describe various structures, mechanisms, and have corresponding pictures.
Sasha does not share Alyosha's interests. He is interested in books about the heroic past of our country, about wars and revolutions. Sasha always tries to organize games on a military theme, and draws about it, and enthusiastically tells adults and children about the heroes of the Civil War, about the exploits of Soviet soldiers. When Alyosha tries to explain to Sasha the structure of a winding machine or the principle of constructing a cart with moving wheels, he listens inattentively, without interest. In the same way, Sasha is bored and often distracted in classes not related to military topics. And Alyosha loves to listen to Sasha’s stories about the Civil and Great Patriotic Wars, about the revolution.
Mitya is an inquisitive boy. He is interested in everything: either he asks about the launch of a new spaceship, or he talks with enthusiasm about trained dolphins, a program about which he watched on TV, or he listens with pleasure to Sasha, who talks about the rocket warriors. Mitya’s drawings are also varied in theme: Red Square, a warship, Winnie the Pooh visiting the Rabbit, etc.
How do the cognitive interests of Alyosha, Sasha and Mitya differ? First of all, by content, that is, by what aspects of reality they are aimed at. Mitya's interests cover different areas of reality, while the interests of Alyosha and Sasha are narrower. What is better: broad or narrow interests? Psychologists believe that the smaller the child, the wider his cognitive interests should be, providing him with vivid and varied impressions of the life around him. Subsequently, these impressions will become the basis for the acquisition of a knowledge system. A variety of interests encourages a child to try his hand at different areas of knowledge and in many types of activities. Sasha and Alyosha's interests are stable. And Mitya’s interests cannot be called stable. They are temporary in nature, arising as a reaction to vivid cognitive material, the unusualness of the situation. Stable interests influence the development of the child, since they express the orientation of the individual, which determines behavior, actions, and the nature of cognitive activity.
There is a mutual connection between the development of a child’s interest and his knowledge about the world around him. On the one hand, interest encourages the child to acquire knowledge. For example, Olya became interested in the life of ants. She watched the anthill for a long time and learned a lot: ants open early "doors" their home, they often drag a load much larger than themselves, etc. On the other hand, knowledge encourages the child to think. So, one day Olya was surprised to see that "doors" anthills are closed. The older brother explained to her that there is such a sign: before the rain, ants close the passages of the anthill. Olya’s further observation convinced her of the correctness of this sign.
Solid knowledge is the basis for a child’s activity. They contribute to the manifestation of a keen interest in reality. No wonder folk wisdom says: "To love is to know" .
Do not try to explain and tell your child about everything that he sees on walks, excursions and on TV. To develop a child’s interest, it is more advisable to stimulate his cognitive activity, stimulate his questions, and the desire to find answers to them through observations and reflections. For example, you and your child are walking in the forest. Invite your son or daughter to identify what has changed in the forest since the last time they visited; ask questions and come up with riddles about what he sees; remember and read lines from previously learned poems about nature.
When introducing children to the world around them, often resort to comparison. Thanks to the comparison of objects and phenomena of reality, the child understands them more deeply, identifies new qualities and properties in them, which makes it possible to take a different look at what seemed familiar to him. So, on a city street, a child can be asked to compare different types of transport. (bus and trolleybus, tram and trolleybus, truck and passenger car, etc.) . Older preschoolers can compare a directly observed object with another object imprinted in memory. For example, in the evening, returning home from kindergarten, invite your child to remember what the sky was like in the morning and note the changes. By encouraging a child to make comparisons, we increase his powers of observation and ensure more active and conscious assimilation of knowledge.
In preschool age, children are attracted to everything new and unusual. But this does not mean that in order to develop a child’s interest, parents must constantly impart new knowledge to him. It is important to arouse a child’s interest in subjects that are familiar to him. For example, invite your son to watch dandelions. How many interesting discoveries he will make! The child will note that the dandelion turns its head to follow the sun and closes its eye in the evening, that many insects flock to the fragrant smell of the flower, that the seeds of the plant are light, like parachutes.
The cognitive interest of a preschooler is reflected in his games, drawings, stories and other types of creative activities. Therefore, conditions should be created in the family for the development of such activities. So, your son is interested in transport. Buy him appropriate toys, make some models with him, help develop the game, and take part in it from time to time. Invite the boy to draw something that interests him, keep conversations on this topic.
Interest carried out in activity becomes persistent and conscious. If the activity is successful, then the child’s desire to engage in it increases, which has a beneficial effect on the development of his cognitive interest. Encourage children's activities and games, treat them favorably, and help them complete what they have started. The attention of parents inspires the child, and their participation in children's games and activities especially pleases the preschooler. Let's give an example: Seryozha took the album with stamps, leafed through it and closed it. Dad sat next to him: "Come on, son, let's look together" . A lively conversation ensued about the sailing ships, icebreakers, cruisers and battleships depicted on the stamps. The boy learned so many interesting things, although dad told and showed some things earlier. But a preschooler is characterized by a need for repeated perceptions of what he has seen and what he has already heard. This need must be satisfied, since thanks to it, children’s ideas are clarified and the child’s cognitive relationship to the world around him deepens.
Possessing enormous motivating power, cognitive interest forces the child to actively strive for knowledge and look for ways to satisfy the thirst for knowledge. The child often asks adults about what worries him, asks them to read, tell him. This is usually done in families. However, it should be remembered that for the development of a child, not only the amount of knowledge is important, but alsoway of assimilating them. When reading or telling a story to a child, do not try to ensure that he remembers the content of the work. Encourage the child to think independently, ask him if he liked what he read or was told, what he considers the main thing in it, what he would do in the place of that other hero, what he learned new, etc. In kindergarten, they can consult about what how to read to schoolchildren, how to talk with them about what they read.
The child's inquisitive thoughts and interests are manifested in his questions. They are generated by the new and unknown, everything causes doubt, surprise, and bewilderment in the child; older preschoolers help them navigate the world around them, clarify and systematize their ideas about it. Of particular importance for the development of children's thinking are why the sun shines and warms, and the moon only shines? Why does steam rise from the river? Why do people study distant planets? They are aimed at establishing the causes of phenomena, clarifying the connections and relationships between them.
Children's issues must be treated carefully and carefully. It is recommended to answer them in such a way as to support and deepen the child’s curiosity and cognitive interests. Counter question from an adult: “What do you think yourself?” - encourages the child to think independently, strengthens self-confidence. Brevity, clarity of the answer, accessibility to the understanding of a preschooler - this should guide an adult when answering children's questions. At the same time, remember the wise advice of V. A. Sukhomlinsky: “Be able to open one thing to the child in the world around him, but open it in such a way that a piece of life sparkles in front of the children with all the colors of the arc. Always leave something unsaid so that the child will want to return again and again to what he has learned.” .
If possible, the child should be encouraged to make further observations and reasoning, to independently search for an answer to the question that has arisen.
MUNICIPAL BUDGETARY PRE-SCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN No. 32 “ROSINKA” OF GENERAL DEVELOPMENTAL TYPE SCHMR MO
Consultation for parents“Features of organizing activities for cognitive development in the context of the implementation of the Federal State Educational Standard for Education”
Compiled and conducted by teacher Chikirizova E.V.
Consultation for parents “Features of organizing activities on cognitive development in the context of the implementation of the Federal State Educational Standard for Education”
A small child is essentially a tireless explorer. He wants to know everything, everything is interesting to him and he definitely needs to stick his nose in everywhere. And the knowledge he will have depends on how many different and interesting things the baby has seen. After all, you will agree, if Small child He doesn’t see or know anything except the apartment, and his thinking is very narrow.
Cognitive development according to the Federal State Educational Standard in a preschool educational institution involves the child’s involvement in independent activity, the development of his imagination and curiosity. In children's institutions, everything is created so that the little explorer can satisfy his curiosity. To effectively develop the baby’s cognitive sphere, the best option The organization and conduct of actions aimed at cognition is considered.
Activity, whatever it may be, is an important component for the harmonious development of a child. After all, in the process the baby gets to know the space around him and gains experience interacting with various objects. The child acquires certain knowledge and masters specific skills.
As a result of this, mental and volitional processes are activated, and mental capacity and emotional personality traits are formed. In preschool educational institutions, the entire program for the upbringing, development and training of children is based on the Federal State Educational Standard. Therefore, educators must strictly adhere to the developed criteria. The Federal State Educational Standard (FSES) imposes a certain set of tasks and requirements for the quality of education and upbringing of preschool children, namely: the volume educational program and its structure; to the appropriate conditions where the main points of the program are implemented; to the results obtained that teachers teaching preschoolers were able to achieve. Pre-school education is the initial stage of universal secondary education. That is why so many requirements are imposed on it and uniform standards are introduced that all preschool educational institutions adhere to. Cognitive development according to the Federal State Educational Standard in a preschool educational institution pursues the following objectives: encouraging curiosity, developing and identifying the child’s interests, forming actions aimed at understanding the world around him, developing conscious activity, developing creative inclinations and imagination, forming knowledge about himself, other children and people around him. environment and properties of various objects. Children become familiar with concepts such as color, shape, size, quantity. Children begin to understand time and space, cause and effect. Children receive knowledge about their Fatherland, they are instilled with common cultural values. Ideas are given about national holidays, customs, traditions. Preschoolers get an idea of the planet as a universal home for people, how diverse the inhabitants of the Earth are and what they have in common. The children learn about the diversity of flora and fauna and work with local specimens. The main condition for working with preschoolers is to focus on their capabilities and develop activities aimed at studying the world and the surrounding space.
The teacher should organize activities in such a way that the child is interested in research, is independent in his knowledge and shows initiative.
The main forms aimed at cognitive development according to the Federal State Educational Standard in preschool educational institutions include: personal involvement of children in research and various activities; the use of various didactic tasks and games; the use of teaching techniques that help in developing in children such traits as imagination, curiosity and speech development, replenishment of vocabulary, formation of thinking and memory. The cognitive development of preschoolers is unthinkable without activity. To prevent kids from being passive, unique games are used to support their activity. Kids cannot imagine their lives without play. Fine developing child constantly manipulates objects. The work of educators in cognitive activities is based on this. In a kindergarten, be it a group or a section, everything is created so that the development of cognitive activity occurs naturally and effortlessly. What kind of person do parents want their child to be? At different times this question had different answers. If in Soviet times, mothers and fathers sought to raise an obedient “performer” in all respects, capable of working hard in a factory in the future, now many want to raise a person with an active position, a creative personality. In order for a child to be self-sufficient in the future and have his own opinion, he must learn to doubt. And doubts ultimately lead to their own conclusion. The task of the educator is not to question the competence of the teacher and his teachings. The main thing is to teach the child to doubt his own knowledge and the methods of obtaining it. After all, you can simply tell and teach something to a child, or you can show how it happens. The child will be able to ask about something and express his opinion. This way the knowledge gained will be much stronger.
After all, you can simply say that a tree does not sink, but a stone will immediately sink to the bottom - and the child, of course, will believe it. But if the child conducts an experiment, he will be able to personally verify this and, most likely, will try other materials for buoyancy and draw his own conclusions. This is how the first reasoning appears. The development of cognitive activity is impossible without a doubt. According to the modern Federal State Educational Standard, preschool educational institutions have now stopped simply giving knowledge “on a silver platter.” After all, if you tell a child something, all he has to do is remember it. But it is much more important to reason, reflect and come to your own conclusion. After all, doubt is the road to creativity, self-realization and, accordingly, independence and self-sufficiency. How often today's parents heard in childhood that they were not yet old enough to argue. It's time to forget about this trend. Teach children to express their opinions, doubt and look for answers. As a child ages, his capabilities and needs change. Accordingly, both objects and the entire environment in the group for children different ages should be different, corresponding to research capabilities.
So, for 2-3 year olds, all subjects should be simple and understandable, without unnecessary details. For children from 3 to 4 years old, toys and objects become more multifaceted, and imaginative toys that help develop imagination begin to occupy more space. You can often see a child playing with blocks and imagining them as cars, then building a garage out of them, which then becomes a road. At an older age, objects and the environment become more complex. A special role is given to iconic objects. Figurative and symbolic material comes to the fore after 5 years. Features of cognitive development in two- to three-year-old children are associated with the present moment and the environment. All objects surrounding children should be bright, simple and understandable. The presence of an emphasized feature is required, for example: shape, color, material, size. Children are especially willing to play with toys that resemble adult objects. They learn to operate things by imitating mom or dad. Cognitive development in middle group involves continuing to expand ideas about the world and develop vocabulary. It is necessary to have story toys and household items. The group is equipped taking into account the allocation of the necessary zones: a music room, a natural corner, a book area, a place for games on the floor. All required material placed according to the mosaic principle. This means that objects used by children are located in several places distant from each other. This is necessary so that children do not interfere with each other. Cognitive development in the middle group also involves independent research by children. For this purpose, several zones are equipped. For example, in winter, material about the cold season is laid out in places accessible to children. This could be a book, cards, themed games. The material changes throughout the year so that children get a new batch of ideas to think about each time. In the process of studying the material provided, children explore the world. Don't forget about the experiment. Cognitive development according to the Federal State Educational Standard in a preschool educational institution involves the use of experiments and experiments. They can be carried out at any operating moment: while washing, walking, playing, GCD. When washing, it is easy to explain to children what rain and slush are. So they sprayed it on the sand and it turned out to be mud. The children concluded why it is so often dirty in the fall. It's interesting to compare water. Here it is raining, and here the water is flowing from the tap. But you can’t drink water from a puddle, but you can drink water from a tap. It can rain when there are a lot of clouds, but it can rain when the sun is shining. Children are very impressionable and malleable. Give them food for thought. Topics on cognitive development are selected taking into account age and the requirements of the Federal State Educational Standard. If kids study the properties of objects, then older preschool children are already able to understand the structure of the world.
The method of cognitive development of preschool children includes the following components:
cognitive, aimed at the child obtaining information about the world around him (through sensory cognition, solving cognitive problems, intellectual skills) and formative complete picture peace;
active, reflecting the organization different types children's activities ( role-playing game, 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 of the world around him.
When working with preschoolers, cognitive tasks are used, which are understood as educational assignments, presupposing the presence of search knowledge, methods (skills) and stimulation of the active use of connections, relationships, and evidence in learning. A system of cognitive tasks accompanies the entire learning process, which consists of sequential activities that gradually become more complex in content and methods.
Thus, using experimentation, cognitive tasks and project activities When solving the problem of cognitive development of preschool children, the teacher ensures a staged transition, qualitative changes in the development of cognitive activity: from curiosity to cognitive activity.
An important point that influences the development of cognitive abilities is the presence of children’s interest in cognitive activity and cognitive motivation.
In order to ensure the development of the personality of pupils, it is necessary in every age group create a developmental subject - spatial environment.
Concluding the above, we can conclude that at the present stage of development preschool education Much attention is paid to the problem of cognitive development of preschool children, which in turn requires a special attitude on the part of the teacher to this problem.
MADO "Combined kindergarten No. 8 of the city of Shebekino" Consultation for parents on the topic: "Development of cognitive activity in preschool age."
Prepared by: Liliya Ivanovna Goncharova, teacher of the MADOU
"Combined kindergarten No. 8 in Shebekino"
Shebekino,
“The more a child has seen, heard and experienced, the more he knows and has learned, the more elements of reality he has in his experience, the more significant and productive, other things being equal, his creative and research activity will be,” wrote the classic of Russian psychological science. Sciences Lev Semyonovich Vygodsky.
Cognitive activity manifests itself from birth and develops intensively throughout preschool childhood and continues to develop further almost throughout life. However, preschool childhood is a very important period. It is at this time that the foundation of all further knowledge of the world is laid.
Cognitive interest is an important component of cognitive activity. The more a child accumulates knowledge and experience, the stronger the interest.
Also, the child’s interest depends on the way in which the adult conveys knowledge to the child. Information presented captivatingly and emotionally, in an age-appropriate, accessible form, captivates the child. Incorrectly presented knowledge, on the contrary, reduces interest.
In kindergartens and in various developmental schools for children, classes are held aimed at developing cognitive activity. However, you cannot completely entrust the development of your child to a kindergarten or school, even if they provide excellent classes. The role of the family in a child’s understanding of the world and his adaptation in life is enormous in any case. Despite the fact that a child is interested in everything at once, you should not bombard him with a kaleidoscope of various unrelated information. We must strive to systematize the knowledge the child receives.
In preschoolAt age, cognitive activity is aimed at objects of living and inanimate nature through the use of experiences and experiments. During the experiment, children express their proposals about the causes of the observed phenomenon and choose a method for solving a cognitive problem.
Thanks to experiments, children compare, contrast, draw conclusions, express their judgments and conclusions. They experience great joy, surprise and even delight from their small and large discoveries, which give children a feeling of satisfaction from the work done.
Children are explorers by nature. They participate with great interest in a wide variety of research work. The thirst for new experiences, curiosity, the constantly demonstrated desire to experiment, to independently seek the truth extend to all areas of activity.
Conducting experiments and observations helps develop cognitive interest in preschoolers, activates thinking, and contributes to the formation of the foundations of a scientific worldview. Of course, a child learns about the world in the process of any of his activities. But it is precisely in cognitive activity that a preschooler gets the opportunity to directly satisfy his inherent curiosity (why, why, how does the world work?).
What is also important is the parents’ own example, their pastime and, of course, the attention they pay to the child. If it is customary in the family that parents spend their evenings clicking the TV remote control from one channel to another or are too keen on computer games, but do not engage with the child, then, of course, such an environment does not in any way contribute to the development of cognitive activity in the child. Another thing is an hour of joint play with a child, during which the child receives information in a form accessible to him and immediately implements this information in an exciting game.
Cognition for a child should be an exciting activity, a game in which the parent is a benevolent guide to knowledge and experience. And in no case should knowledge become a boring and imposed duty. It's even worse if the child is afraid of making mistakes. This way you can discourage the desire for knowledge for a long time. Only in the case of exciting activities does a child awaken a thirst for knowledge and experience, and develop initiative and independence.
It is better to give the child simple knowledge about what can be observed nearby. If we study trees, we talk about pine, spruce, birch, oak, maple - about those trees that can be observed in the park or during country trips. Don't try to cram too much information into your baby's head. A little is better, but something that is easy to observe and systematize all this knowledge.
Moreover, developmental activities with a child do not require as much time as it might seem at first glance. They can be done in between. For example, on the way to grandma’s, from kindergarten or to the clinic, passing through a green courtyard, you can draw the child’s attention to how buds bloom on the trees in the spring and leaves appear, and how the linden blossoms in the summer. Observations can be accompanied by a short story that the bud is a winter “bedroom” and a shelter for a leaf, and linden flowers make an aromatic, tasty and medicinal tea. As a result, the day goes on as usual, and the child will gain knowledge and take an interesting walk in the meantime.
By the end of preschool age (6-7 years), signs of independence and self-control of cognitive activity appear.
In conclusion, I would like to quote the words of Academician K.E. Timiryazeva: “People who have learned... observations and experiments acquire the ability to pose questions themselves and receive factual answers to them, finding themselves at a higher mental and moral level in comparison with those who have not gone through such a school.”
