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Cognitive development by. Fgos before: cognitive development. Cognitive actions are a system

Cognitive development by. Fgos before: cognitive development. Cognitive actions are a system

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 must admit that if a small child sees and does not know anything except the apartment, his thinking is very narrow.

Cognitive development according to the Federal State Educational Standard in a preschool educational institution presupposes the involvement of the child in independent activities, the development of his imagination and curiosity.

What does cognitive activity provide?

In children's institutions, everything is created so that the little explorer can satisfy his curiosity. In order to effectively develop the child’s cognitive sphere, the best option is to organize and carry out activities aimed at cognition. Activity, whatever it may be, is an important component for the harmonious development of a child. Indeed, in the process, the child 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, mental abilities are developed 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.

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.
Formation of actions aimed at understanding the surrounding world, development of conscious activity.
Development of creative abilities and imagination.
Formation of knowledge about oneself, other children and people, the environment and the properties of various objects.
Children become familiar with concepts such as color, shape, size, quantity. Begin to be aware of time and space, cause and effect.
Children receive knowledge about their Fatherland, they are instilled with common cultural values. Ideas about national holidays, customs, and traditions are given.
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.

OO Cognitive development includes:

Formation of elementary mathematical concepts
Development of cognitive and research activities
Familiarization with the subject environment
Introduction to the social world
Introduction to the natural world

Forms of work on the development of cognitive activity.

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 structure classes 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:

children’s personal involvement 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 children from being passive, unique games are used to support their activity. Children cannot imagine their life without play. A normally developing child constantly manipulates objects. The work of educators in cognitive activities is based on this. In the morning the children come to the group. The first step is charging. Exercises such as “collect mushrooms”, “smell the flowers”, “rays-rays” are used. After breakfast, children work with the nature calendar and in the living corner. During environmental games, activity and curiosity develop. During a walk, the teacher can use many outdoor games, and observe nature and its changes. Games based on natural objects help to better assimilate knowledge. Reading fiction expands, systematizes knowledge, and enriches vocabulary. In a kindergarten, be it a group or a section, everything is created so that the development of cognitive activity occurs naturally and effortlessly.

Doubt is the main argument.

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 knowledge itself and the methods of obtaining it. After all, you can simply tell a child something and teach it, 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. In the modern way, the Federal State Educational Standards in 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.

October 31st, 2014 admin

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

Thank you, I will definitely write!

Bela Gennadievna, me again, with the OP! Hello!) Please tell me in what cases can we make a link to an example OP without writing it in our OP?! And how to do this correctly?

Natalya, all the main positions that are indicated in the Federal State Educational Standard need to be written down. I know that my colleagues write everything in the program (without links) and even the support method (literature) on several sheets. But this does not mean that you need to rewrite 200 pages. The program should be clear, without “water”, with diagrams and tables.
- Oh, Bela Gennadievna, okay, if only there was “water”! There’s a “porridge” in my head, and even with “butter - butter”))) You seem to understand one thing, the other is a stopper. I really want a 3-page program with just links to an example)))
  - Natalya, with such a good sense of humor you will succeed!

Has anyone written a list of teaching aids in the speech therapist’s office for the five areas of the Federal State Educational Standard?

Hello, Bella Gennadievna. This year I am going for certification. Please help me formulate the topic “Formation of the foundations of ecological culture in the process of local history work.” I find it difficult to set goals in this area. Thank you.

I forgot to write..."preschool children"

Irina, the topic is good. The tasks could be:
1. Creation of pedagogical conditions for the formation of the foundations of ecological culture of students.
2. Formation of primary ideas about the natural world of one’s small homeland (or one’s region).
3. Development of a positive emotional and value-based attitude towards the surrounding natural world.

Thank you very much. And in the topic - the direction, the name does not need to be changed?

Irina, you don’t have to change anything. Maybe instead of the word “work” write the word “activities”. This is at your discretion.

Bella Gennadievna, thank you very much. I think that a lot more questions will arise.

Irina, if you have any questions, write.

Hello! I would really like to hold the teachers' meeting, which will take place at the end of February, in an unconventional way, through a business game, including outdoor and mobile games. I looked at different business games on the Internet, they were all the same, the tasks were not interesting, they were of the same type. Please advise something. We always have very serious teacher councils, everyone is tired of it. Now I want an easy, mobile and productive teaching council. Thanks in advance!

Bella Gennadievna, hello. 4.02. you suggested tasks for me in my direction. Thank you. I figured out the first one “creating conditions...”. Doubts have arisen about the correctness of the disclosure of the following. Bella Gennadievna, if possible in at least two words. Thank you. I have thoughts, but your advice is missing.

Local history is also a very broad topic, even if you take your own region.

Irina, for the second task, you must write what exactly you do in the process of interacting with children (GCD, educational situations, observations, experiments, excursions) so that they develop knowledge about nature. world. What exactly was developed (plans, file cabinets, consultations for parents and teachers, lesson notes, educational games, presentations, etc.).
For the third task, you can write about how you lead children to evaluate the natural environment, how you draw children’s attention to various plants and nature. phenomena, their diversity and beauty (hard work in nature, observations, drawing, conversations).
In fact, you don’t have to separate tasks and report on each one, but write an analysis entirely on the topic.

Bella Gennadievna, yes, yes, everything is like that. But I got the 2nd task in the 1st, when I wrote about the subject-spatial developmental environment. There I write not only about the centers that I have in my group, but also about the teaching and learning kit. Something is wrong with me. Thank you.

In general, you said correctly, Bella Gennadievna, tasks move from one to another. Then what else can you write about, the technologies that I use? Thank you.

Irina, it’s better to integrate technology into the second task. Educational-did. Let the set be in the first problem. Your second task will be the most voluminous and meaningful.
Still, I advise you not to separate tasks, otherwise you will get confused. If the division of tasks is not required by your superiors, then divide the text of self-analysis (or report) not into tasks, but into the results of the activity (what you developed, what technologies you applied, where you presented work experience, where children performed, etc.). Look again at the “Sample of a teacher’s application for certification” in the “Teacher Certification” section, self-analysis is also there in general text.

Bella Gennadievna, thank you very much.

Hello, I need to describe work activity through the cognitive development of the guys... I don’t understand where to start and what to write about?

Julia, you can write something like this:
1. Write a little about what labor involves. education (look here on the website for the article “Labour education of preschool children” in the heading “Social and communicative development”).
2. Write: “And although labor. education is implemented within the framework of arr. area "Sots-kommun. development”, in the process of work, children can solve problems and learn. development: development of children's interests, formation of primary ideas about various types of work, about objects of the surrounding world and their properties.
3. As an example, give work in nature (article “Activities of a teacher in environmental education in the summer”) and manual labor.
4. Write about the formation of personal qualities (article “Labor education of preschool children” in the heading “Social and communicative development”).

Thanks a lot!!!:)

Hello! Tell me the name of the topic, please. The topic was 《Development of fine motor skills in older preschoolers through various types of artistic creativity》 this included appliqué with sequins and gouache painting using wet wipes, paint brushes, small rollers, in general, improvised means. I was told that the topic sounds very simple in the first category, but I don’t know how to complicate it.

Larisa, you can do this:
1. Development of creative abilities of preschool children in the process of artistic and aesthetic activities.
2. Formation of elementary ideas of preschool children about artistic creativity in the process of productive activity.
3. Formation of sensory experience of preschool children through artistic creativity.

Bella Gennadievna, please tell me what I should write about the first task: the formation of elementary ideas in preschool children about the animal world of the Urals through modern technologies? Topic: the formation of a caring attitude towards nature in preschool children in the process of becoming familiar with the animal world of the Urals.

Marina, write about ICT technologies that you collected visual material (photos, pictures) and developed presentations, did. games using computer technology. Develop a couple of projects on the topic and implement them.
Marina, you yourself wanted to take on the topic using technology. So, does that mean you don’t have them? If not, then the first task needs to be shortened: “Formation of elementary ideas among students about the fauna of the Urals.”

I have developed projects. I will use ICT technologies. Thank you.

Bella Gennadievna, I figured out the first task, thank you, I added ICT technologies to design technologies and experience technologies. For the second task, a stopper. Development of a positive emotional and value-based attitude towards the surrounding natural world. Please tell me.

Marina, an emotional-value attitude develops when you look at pictures about nature, read poems and stories about nature, observe and conduct excursions. And all this with analysis based on the principle of “what is good and what is bad.”

Bella Gennadievna, thank you very much! Should I describe the third task: creating pedagogical conditions for the formation of the foundations of the ecological culture of pupils by educational area? Is it true or not?

Marina, in the “Methodological tips” section there is an article “How to provide conditions for a methodological topic.” Everything is written out there.
- Hello, Bella Gennadievna. Sorry to bother you. Do you help everyone?
  - Yes, I try to answer all questions and requests.

Bella Gennadievna Hello, I’m going out for certification, please tell me how to correctly formulate the topic Development of fine motor skills in the hands of preschool children on cognitive development and write the same long-term plan, thank you in advance

Galina, the topic can be formulated as follows: “Development of fine motor skills in preschool children in the process of cognitive activity.”
About the plan. There is no single sample plan for the entire country (I mean structure). There are only recommended ones. Each kindergarten writes differently, so you better consult with your senior teacher (she should provide a uniform example for her garden).
- Hello Bella Gennadievna, thank you very much

Good afternoon. My experience as a music director is short and there is no special preschool education, but I was instructed to write a paper on the topic “Formation of cognitive interests and cognitive actions of preschoolers through musical activities according to the Federal State Educational Standard” + lesson notes. Bella Gennadievna, please help me, what exactly should I write in the work and how exactly to conduct the lesson (describe it) in order to attach it to the work.

Oksana, yes, your task is not easy. Start your speech (or written work) like this: “In the process of cognitive development, a preschooler learns standards, develops his own rules of behavior and his own ways of learning. actions. Child's cognition of the environment. the world occurs with the help of cognition. actions that are always aimed at results. In music The result of the activity will be the performance of a song and a learned dance. movements, playing music. instrument, creative “finds” in various types of music. activities."
Then from the article (here on the website) “Educational situations in music. development of preschool children”, take the second part of the article, which talks about 2 types of educational situations. Start like this: “Cognize most effectively. actions in music Activities are formed through subject-game and plot-game imagery. situations." And further in the text. At the end (where it says “in this way”), instead of “through educational situations,” write “through cognitive activities.”
About cognitive interests, write down phrases from this article (above).
And just take a job in education. situations, you can insert role-playing games, problems. situations, you can conduct a creative workshop on movements.

Hello! I'm writing my dissertation. I have the following topic: “walking as a condition for cognitive activity of preschoolers,” please tell me where to start?

Anna, first you need to write about cognitive activity (how it is expressed, with what methods to develop it, don’t forget about cognitive interest). Then a walk: transfer the forms and methods of working with children on cognitive development from the group to the street (if possible). These are educational, problem situations; research activities; observation; educational games, etc. Do the practical part (if you have one) on environmental research or experiments on a walk (with water, snow, leaves, etc.).

Hello. Bella Gennadievna, February 3, we decided with you the direction and tasks on the topic “Local History” - we nailed everything down. There must be a “product” in everything. “Local history as a means of forming ideas about nature took a slightly different direction.” in the world of their small homeland among the vosp. dosh. age” But I can’t formulate the tasks quite correctly. 1. Develop and test teaching materials……..aimed at…the purpose of which…. 2. Design the improvement of the organization of the developing subject-space environment. I cannot formulate the first task correctly. Thank you.

Iraida, of course, does not argue with her superiors (I say this quite seriously). Only your bosses are missing a very important thing (which is written in every line of the Federal State Educational Standard before) - the PERSONALITY of the child. Therefore, the goal of the topic on self-education and the three main tasks should be aimed at developing the child’s personality. Pedagogy is not a store where the result is measured only by the product.
I looked at the tasks that I wrote to you. The development of teaching materials and the improvement of the developmental environment were implied in the first task that I proposed: “Creating pedagogical conditions for the formation of the foundations of the ecological culture of students.” Educational and educational complex environment is conditions. These conditions need to be deciphered in a PLAN for self-education and SELF-ANALYSIS. Anyway. You have nothing to do with it.
Now about the topic. Still, it should be written like this: “Formation in preschool children of ideas about the natural world of their small homeland through local history.” In the first place is “formation”, and then – “means”. Local history will be only a means, since it is possible to form ideas without local history, but with the help of another means (observation, cognitive research activities, etc.).
The first task can be formulated as follows: Develop and test an educational and methodological set aimed at developing students’ ideas about the natural world of their small homeland (or allowing students to form ideas about the natural world of their small homeland).

Thank you very much. I agree with you on everything.

Bella Gennadievna, hello. And again doubts arose whether I would solve 1 problem correctly. Please tell me. Thank you.

MAYBE IT IS NECESSARY TO DISCLOSE EVERYTHING THAT THE UMK CONTAINS? BUT THAT'S A LOT. THANK YOU.

Iraida, yes, you will need to reveal (write) everything that the teaching materials contain. These are the names of all books and manuals, didactic material and games (including those developed or modified by you), a set of developed classes and activities on the topic, diagnostics (but not developed by yourself). It seems like everything (but I could have missed something).

Good afternoon. But that's a lot in a statement. You probably need the most basic things?

Iraida, I thought that this was not a statement that you were filling out documents on the topic of self-education. And the statement, of course, needs to be short. Then you must write: developed planning, didactic materials (what exactly - games, presentations, visuals), notes on the educational activities themselves. Enriched by developing. Wednesday (how exactly what was added).

Hello, Bella Gennadievna, I want to conduct a regional educational program for teachers on cognitive development, please tell me how to formulate the topic, objectives and plan for conducting (4 lessons). Thank you.

Hello Bella Gennadievna! I am a novice methodologist at a preschool educational institution, help me correctly formulate the topic of methodological work. I would like to take the project activity and connect it with the theme of introducing children to the origins of the Russian people.

Elena, your formulations should differ from the formulations of educators (they focus on children, while you focus on educators or the educational process as a whole). I suggest these:
1. Design of educational activities in a preschool educational organization based on familiarizing students with the origins of Russian folk art.
2. Organization of a developing subject-spatial environment in a preschool educational institution (or preschool educational institution) based on taking into account the ethnocultural situation of the development of pupils (or preschool children).
3. Methodological support of educational activities in a preschool educational organization to familiarize students with the origins of Russian folk art.
4. Creating conditions for the implementation of the ethnocultural component in a preschool educational organization.
And projects will be one of your forms of organizing the educational process.

Hello. please help me choose a topic for self-education for children of the 1st junior group. area of cognition and connect with mnemonics

Lyudmila, I left one of your questions, and deleted others (the same ones). The fact is that questions automatically appear on the site after checking for spam (this is the case on all sites). Therefore, they are not immediately visible to the person writing.
Now about the topics. I suggest these:
1. Development of cognitive activity of children of primary preschool age through mnemonics.
2. Development of cognitive interest in children of primary preschool age in the process of modeling.
3. Formation of sensory experience in children of primary preschool age through mnemonics.
4. Formation of primary ideas about modeling in children of primary preschool age through mnemonics.

Thanks for the answer. Please tell me how to correctly formulate the goal and objectives for the following: Development of cognitive activity of children of primary preschool age through mnemonics. And I can use the development of fine motor skills in cognitive activity through educational games or what do you recommend? And can I develop this same topic in 2 ml, middle group, etc.?

Lyudmila, you don’t have to write the word “younger” in the wording. Then this topic is applicable to any age. But the topic is quite narrow if taken over several years (they may make a remark). Regarding your question about fine motor skills: in your question you combined as many as 3 components - motor skills, cognitive skills. activity and did. games. Methodologically, it is correct to take 2 components. You can develop cognitive activity with the help of did. games, and with the help of fine motor skills, but it is better not to combine this in one formulation.
Goal: Development of cognitive activity in children of primary preschool age in the process of various types of modeling. (Still, you can’t escape the word “modelling”, since mnemonics is one of the types of modeling). Objectives: 1. Creating conditions for the development of cognitive activity of students. 2. Formation of elementary ideas about mnemonics. 3. Formation of graphic skills.

Thank you very much for the topics.

Bella Gennadievna, please help me formulate the task and what can be included in the annual plan of the preschool educational institution for the new academic year to implement the professional standard of the preschool educational institution teacher.

Elena, in Prof. The standard focuses on the competence of teachers. Therefore, the annual task must be formulated in this direction. Maybe it’s like this: “Formation of key professional competencies among teachers on the basis of conceptual provisions and requirements for educational activities with students, defined by the Federal State Educational Standard for Educational Education.” And when deciphering this task (for example, when planning methodological activities), identify several competencies from Prof. standards you will be working on.

Thank you. We'll keep thinking.

Hello! Please describe in detail what subjects are included in each of the five areas of the Federal State Educational Standard.
For example:
Artistic and aesthetic development: music, appliqué, drawing, design, modeling.....
Thank you.

Yana, I’ve already started answering your question, but it takes up a lot of space in the comments. I’ll write a short article in a day or two. It will be in the “Federal State Educational Standards for Preschool Education” section.

Someone please HELP! send me the finished matrix of the Federal State Educational Standards BEFORE... I need it for studying!

Anastasia, what kind of matrix is this? What's in it? Write in more detail, maybe I can help.

Good afternoon, I am preparing an annual plan, annual tasks:
1. Development of cognitive interest (speech activity) in preschool children in the information and development space of preschool educational institutions

2. Cognitive and research activities as a means of forming the intellectual personality of preschool children
for these tasks you need to write predicted results, where can you look at them and what documents to rely on?? Thank you!

Irina, the Federal State Educational Standard can be a model (look at the wording of the planned results), but you need to rely on the pedagogical diagnostics you are working on. If it is difficult to formulate phrases, then there were very good phrases and phrases in FGT (about integrative personality traits).

Hello! They say they don’t argue with the boss, but what to do with this topic that the manager wrote to me, please advise. Topic of self-education: “Excursions to preschool educational institutions, as a form of familiarization with the native land, as a result of the formation of a new role-playing game” Guide in the museum” , in order to develop coherent monologue speech.

Victoria, don't worry, we'll figure something out. True, it will not be possible to combine everything in the formulation (role-playing game, excursions, familiarization with the native land and speech development). Only two directions are methodically correctly connected.
You can do this:
1. Formation of primary ideas in preschool children about their small homeland and Fatherland (phrase from the Federal State Educational Standard) through museum pedagogy.
2. Speech development of preschool children in the process of becoming familiar with the natural and social world of their native land.
3. Familiarization of preschool children with the natural and social world of their native land through role-playing games.
4. Development of moral qualities of the personality of preschool children in the process of becoming familiar with the history of their native land.
5. Formation of primary ideas in preschool children about their small homeland and Fatherland ((phrase from the Federal State Educational Standard) through excursions.
If necessary, try to correct it yourself, starting from one wording and ending from another.

Thank you! Problem No. 5 could be used as a topic. I would like to ask that the topic of self-education be simplified, and that role-playing games be taken as a result of project activities, speech development as one of the tasks. Do you think this option would be methodically correct to use?

Victoria, you think correctly, well done! I think that this will be very smart.

Thank you! And if you write a project and take a role-playing game as a result of project activity, this option can be used. Use speech development not as a goal, but ask to be transferred to tasks. Sorry for being stupid, but I'm trying to get out of this situation.

Victoria, Well done! Very good! You understand the intricacies like a senior teacher! Be your methodologist (senior educator)!!! If you are appointed to this position (which I have no doubt about), then you have a chocolate bar, since I was the first to predict your future)))

Hello, please help me with the technological map of OOD, they require a summary of the certification lesson to be provided in the form of a technological map.

Rosa, here on the website (in the “Methodological Tips” section) there is an article about what a technological map is. Here is this article:
And in this article there is a link to a good practical example of such a card. It is necessary, as usual, to register the tasks, equipment, and materials of the OOD. And then insert the OOD move itself into the TABLE. The column names will be like this:
Stages; Target; Content; Activities of a teacher; Children's activities; Planned results.

Scheme for the development of any type of activity:

first it is carried out in joint activities with adults,

then in joint activities with peers

and, finally, it becomes the child’s independent activity.

L. S. Vygotsky

In philosophy, “cognition” is the process of a person acquiring new knowledge, the discovery of something previously unknown. The effectiveness of cognition is achieved primarily by the active role of a person in this process. The development of cognitive activity in preschool childhood ensures the formation of such skills as the ability to learn and receive education throughout life.

The relevance of the problem of improving the quality of preschool education at the present stage is confirmed by the state’s interest in the issues of education and development of preschool children. An example is the adoption of the Federal State Educational Standard for Educational Education, according to which the program must ensure the development of the personality of preschool children in various types of activities and interprets cognitive development as an educational area, the essence of which is revealed as follows:

Development of curiosity and cognitive motivation;

Formation of cognitive actions, formation of consciousness;

Development of imagination and creative activity;

Formation of primary ideas about oneself, other people, objects of the surrounding world, their properties and relationships (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest, causes and consequences, etc., about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

The cognitive development of a preschool child as an evolutionary process goes through several stages: curiosity, inquisitiveness, the stage of development of cognitive interest, the stage of development of cognitive activity, which move from lower to higher in the joint specially organized activity of a significant adult and a child.

Yes, at the stage curiosity The preschooler is content with only the initial orientation associated with the interestingness, brightness, and unusualness of the object itself. Curiosity represents a valuable state of personality, an active vision of the world, characterized by the desire of a preschool child to penetrate beyond the boundaries of what was initially seen and perceived; at this stage, strong emotions of surprise, joy of learning, delight, and satisfaction with the activity are manifested. A new quality of cognitive development of preschool children is cognitive interest, characterized by increased stability, clear selective focus on a cognizable object, valuable motivation in which cognitive motives occupy the main place; cognitive interest contributes to the preschooler’s penetration into essential relationships, connections, and patterns of mastering reality. We consider the high level of cognitive development of preschool children cognitive activity, the basis for the development of which is the holistic act of cognitive activity. The source of cognitive activity is cognitive need, and the process of satisfying this need is carried out as a search aimed at identifying, discovering the unknown and assimilating it.

The noted stages of cognitive development do not exist in isolation from each other; in practice, they represent extremely complex combinations and relationships and characterize the child’s cognitive development as an evolutionary process.

Final indicators of cognitive development of a preschooler:

This is a primary, generalized attitude towards the world:

cognitive attitude- the world is amazing, full of secrets and mysteries - I want to know and solve them;

careful attitude- the world is fragile and delicate, it requires a reasonable approach and even protection - I want to protect my world, it cannot be harmed;

creative attitude- the world is so beautiful, - I want to preserve and increase this beauty.

ON ORGANIZING AND CONDUCTING COGNITIVE DEVELOPMENT

The method of cognitive development of preschool children includes the following components:

cognitive, aimed at the child receiving information about the world around him (through sensory cognition, solving cognitive problems, intellectual skills) and forming a holistic picture of the world;

active, 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-sensual, determining the child’s attitude to knowledge of the world around him.

When working with preschoolers they use cognitive tasks, which are understood as educational tasks that presuppose 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.

A current method of cognitive development of preschool children is experimentation,

which is considered as a practical activity of a search nature, aimed at understanding the properties, qualities of objects and materials, connections and dependencies of phenomena. In experimentation, the preschooler acts as a researcher who independently and actively explores the world around him, using various forms of influence on it. In the process of experimentation, the child masters the position of the subject of cognition and activity.

Effective methods of cognitive development of preschool children include project activities, ensuring the development of children’s cognitive interests, the ability to independently construct their knowledge and navigate the information space, and the development of critical thinking.

The following types of projects are used in the practice of modern preschool organizations:

Research projects (they require a well-thought-out structure, are completely subordinated to the logic of the research, involve putting forward a hypothesis for solving the identified problem, developing ways to solve it, including experimental, experimental ones. Children experiment, conduct experiments, discuss the results obtained, draw conclusions, draw up the results of the research) ;

Creative projects(as a rule, these types of projects do not have a detailed structure of the joint activities of the participants; it is only outlined and further developed, subordinate to the genre of the final result, which can be formatted as a script for a video film, dramatization, holiday program, album. The presentation of the results can take place in the form holiday, video film, dramatization, sports game, entertainment);

Game (role-playing) projects(the structure of these projects is also just outlined and remains open until the work is completed). Children take on certain roles determined by the nature and content of the project. These can be literary characters or fictional heroes, imitating social or business relationships, complicated by situations invented by the participants. For example, children

Information-practice-oriented projects(they are initially aimed at collecting information about some object or phenomenon; it is expected that project participants will become familiar with this information, analyze it and summarize the facts. Moreover, the result of the project is necessarily focused on the social interests of the participants themselves. Children collect information, discuss it and implement it, focusing for social interests; the results are presented in the form of stands, newspapers, stained glass windows).

Recently, it has been widely used in preschool education research activities, which in its most complete, expanded form suggests the following:

– the child identifies and poses a problem that needs to be resolved;

– offers possible solutions;

– checks these possible solutions based on the data;

– draws conclusions in accordance with the results of the inspection;

– applies conclusions to new data;

– makes generalizations.

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 to create in each age group developing subject-spatial environment.

One of the important conditions when creating a developing subject-spatial environment is the correspondence of the material to the age of preschoolers. Compliance with age is one of the significant and at the same time difficult conditions to fulfill. This is due to the fact that the materials, complexity and accessibility of their content must correspond to today’s patterns and characteristics of the development of children of a given specific age and take into account those features of development zones that are characteristic again of each individual child today.

Events planned outside of class, are an obligatory component of the child’s cognitive development system. It is at such events that teachers have the opportunity not only to consolidate, clarify, expand, and systematize children’s accumulated ideas; but also introduce new content.

Forms of activities held outside of class

Tradition "Our Glorious Deeds";

Educational evenings;

Stories from teachers “Did you know...”;

Selection of material about animals and plants;

Growing seedlings with children;

Group life calendar;

Collecting.

Thus, the more prepared a child comes to school - this does not mean the amount of accumulated knowledge, but the readiness for mental activity, the more successful the start of school childhood will be for him. Concluding the above, we can conclude that at the present stage of development of preschool education, much attention is paid to the problem of cognitive development of preschoolers, which in turn requires a special attitude on the part of the teacher to this problem.

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Organization of a developing subject-spatial environment in the educational field “Cognitive Development”

Consultation for teachers of preschool educational institutions “Organization of a developing subject-spatial environment in the educational field “Cognitive Development”

Good afternoon, dear colleagues! At the beginning of our meeting, to activate positive, productive and successful work, I would like to invite you to take part in the “Quick Setup”. Its content uses various methods and technologies. I would like to offer you today the “Method of Unfinished Sentences,” which allows you to identify the conscious and unconscious attitudes of the participants and shows their attitude to any problem. I suggest you complete the statements of famous people: psychologists, teachers and philosophers on the topic of our meeting.

So, the first statement of Vasily Aleksandrovich Sukhomlinsky: “Game is the spark that lights the fire...” (inquisitiveness and curiosity). Indeed, without play there is not and cannot be full-fledged cognitive development of children in preschool age.

The second statement of Abraham Harold Maslow: “Development occurs when the next step forward objectively brings more joy, more inner satisfaction than ...” (previous acquisitions and victories that have become something ordinary and even boring). This statement suggests that every person, and especially a preschool child, has a constant internal need to learn new truths.

The third statement by Arthur Vladimirovich Petrovsky: “Cognitive activity is one of the important qualities that characterize...” (mental development of a preschooler). You are right, since cognitive activity, and in the opinion of Diana Borisovna Bogoyavlenskaya, is the desire for the most complete knowledge of objects and phenomena of the surrounding world; complex personal education.

And the last statement of Lyudmila Aleksandrovna Belyaeva: “One of the main motivators of children’s cognitive activity is...” (teacher).

Indeed, a teacher is a professional who possesses the necessary personal qualities (the desire for self-development, creativity, tact and tolerance in relations with children and parents, an arsenal of the necessary pedagogical tools, can captivate, interest and contribute to the development of cognitive activity in preschool children, which depends largely on the methods with which the teacher organizes the learning process of students (you can get acquainted with them in the information booklets offered to your attention).

There are known methods that stimulate the process of cognition:

The method of unexpected solutions (the teacher offers a new, non-stereotypical solution to a particular problem that contradicts the child’s existing experience);

The method of presenting tasks with an indefinite ending, which forces children to ask questions aimed at obtaining additional information;

A method that stimulates the manifestation of creative independence in composing similar tasks with new content, searching for analogues in everyday life;

The method of “intentional errors” (according to Sh. A. Amonashvili, when the teacher chooses the wrong path to achieve the goal, and the children discover this and begin to offer their own ways and means of solving the problem.

The teacher must master all the pedagogical tools in order to captivate, interest and develop cognitive activity in preschool children (this is also stated in the Professional Teacher Standard, which comes into force in January 2015).

The formation of cognitive activity in preschool children requires the teacher to demonstrate a creative approach to organizing the pedagogical process.

Signs of a teacher’s creative personality are:

1. The desire for self-development.

2. The ability to notice and formulate alternatives, question the obvious at first glance, and avoid superficial formulations.

3. The ability to delve into a problem and at the same time break away from reality and see the future.

4. The ability to abandon the orientation towards authorities.

5. The ability to present a familiar object from a completely new perspective, in a new context.

6. The ability to associate (quick and free switching of thoughts, the ability to evoke images in the mind and create new combinations from them).

7. Readiness of memory (mastery of a sufficiently large amount of systematized knowledge, orderliness and dynamism of knowledge) and the ability to generalize.

8. Creativity, that is, the ability to transform the activity being performed into a creative process.

In our hands, in the hands of teachers, is the possibility of creating in a preschool educational institution an atmosphere of goodwill and positivity, a developing subject-spatial environment that stimulates cognitive and creative activity in preschool children in accordance with the Federal State Educational Standards for Preschool Education. So, let's take a closer look...

Sensory development. FEMP. Development of cognitive, research and productive (constructive) activities. Formation of a holistic picture of the world, broadening the horizons of children (this is “Culture of everyday life” in the junior and middle groups; “Nature and the child” in all age groups; “The world in which we live” in the senior and preparatory groups).

In accordance with the Federal State Educational Standard for Preschool Education, the goal of the cognitive development of preschool children was the development of cognitive interests and cognitive abilities of children, which can be divided into sensory, intellectual-cognitive and intellectual-creative.

The content of cognitive research activities involves solving the following problems: developing children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc., about the small homeland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

From age to age, the tasks of development of cognitive and research activities become more complicated. In early preschool age this is: Sensory development. FEMP. Development of cognitive, research and productive (constructive) activities. Formation of a holistic picture of the world, broadening the horizons of children (this is “Culture of Life”; “Nature and the Child”).

At the stage of completion of preschool education:

The child must have developed the following skills and abilities, for example:

Establish simple connections between phenomena and between objects, predict changes in objects as a result of influence on them, predict the effect of one’s actions, find causes and consequences (“Development of cognitive-research and productive (constructive) activity”);

Identify several qualities of objects in the process of perception; compare objects by shape, size, structure, position in space, color; highlight characteristic details, beautiful combinations of colors and shades, various sounds; the ability to classify objects according to general qualities (“Sensory development”);

Count within the limits of mastered numbers and determine the ratio of the previous and subsequent ones in a number series; solve arithmetic problems involving addition and subtraction; divide objects into equal and unequal parts, understand the relationship between the part and the whole; count with a change of base; identify the shapes of surrounding objects, determine their position in space and the position of your body in it (“FEMP”);

Knowledge of the symbols of their hometown and state, children’s awareness of belonging to their people (“The World We Live In”).

An elementary understanding of the relationships and interactions of living organisms with their environment (“Nature and the Child”)

When organizing the subject-spatial environment in accordance with the Federal State Educational Standard in different age groups of preschool educational institutions, it is necessary to remember that its content in the development of the personality, motivation and abilities of preschool children in various types of activities in the field of cognitive development should be determined by the content of the educational activity itself and the age category of the children.

It is recommended to reflect the requirements for their content and occupancy in accordance with the age group in the developed passports of the centers in the group, in which teachers conduct self-analysis of RPPS in groups in the educational field “Cognitive Development”. You can see examples of some of them later (demonstration of passports for the Design Corner and the Nature Corner).

So, for example, in a group in this direction of development of preschool children, the following Game Activity Centers may be represented:

Design Center.

Experimentation center and nature corner.

Center for Logic and Reflection.

Sensory play center

Center for Friendship of the Peoples of the World.

Thus, the decisive role in the construction of RPPS, which stimulates cognitive and creative activity in preschool children in accordance with the Federal State Educational Standard for Education, in the organization of cognitive and research activities of children belongs to the teacher. The level of development of cognitive activity, cognitive interests and cognitive abilities of his pupils largely depends on him and the methods he uses in pedagogical practice to organize the process of cognition.

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Development of cognitive and research activities of preschool children in accordance with the Federal State Educational Standard

Slide. 2. The main principles of preschool education in accordance with the State Standard are the formation of cognitive interests and cognitive actions of the child in various types of activities. In addition, the standard is aimed at developing the intellectual qualities of preschoolers. According to it, the program should ensure the development of the personality of preschool children in various types of activities. This document interprets cognitive development as an educational area, the essence of which is revealed as follows: the development of curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, their properties and relationships (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest, causes and consequences, etc.)

The Federal State Educational Standard for Education pays special attention to educational and research activities (studying objects of the surrounding world and experimenting with them). Typical activities for the implementation of this area of work are:

– organization of solving cognitive problems;

– the use of experimentation in working with children;

– use of design.

Slide. 3. A current method of cognitive development of preschool children is experimentation, which is considered as a practical activity of a search nature, aimed at learning the properties, qualities of objects and materials, connections and dependencies of phenomena. In experimentation, the preschooler acts as a researcher who independently and actively explores the world around him, using various forms of influence on it. Cognitive tasks are used when working with preschoolers. A system of cognitive tasks accompanies the entire learning process, which consists of sequential activities that gradually become more complex in content and methods.

In my work on organizing experimental activities for preschoolers, I use a complex of various forms and methods. Their choice is determined by age capabilities, as well as the nature of educational tasks. Experiments are like magic tricks, and for children they are a miracle. Research provides the child with the opportunity to find answers to the questions “how?” " and why? "

Slide. 4. One of the conditions for solving the problems of experimental activities is the organization of a developmental environment that ensures the development of active independent children's activities.

In our group we created a corner “Children's Science Laboratory”. The laboratory was created to develop children's interest in research activities, where the development of primary natural science concepts, observation, and curiosity occurs. The laboratory implements the following types of experiments:

1. Experimentation with objects and their properties;

2. Collecting (stones, herbarium.)

A place has been designated for the implementation of the stated experiments in the children's science laboratory.

For a permanent exhibition that houses various collections, exhibits, rare items (shells, stones, crystals, feathers, etc.);

For instruments and storage of materials (natural, "waste");

To conduct experiments;

For unstructured materials (sand, water, sawdust, shavings, foam, etc.).

As a result, the child develops such initial key competencies as socialization (through experiences and observations, children interact with each other); communication (speaking out the results of experience, observations); information awareness (children gain knowledge through experiments and observations); activity-based (there is a selection of materials for experiments and the sequence of their implementation).

Slide 5. In the summer, we conduct experimental activities on the street; the children, using pictures and drawings depicting materials for experiments, choose what experiment they want to conduct.

Slide. 6. Experiment “The sun gives us warmth and light”, the purpose of the experiment was to give children the idea that the sun is a source of heat and light. During the experiment, the guys were convinced that not all objects heat up equally quickly, dark objects heat up more, the more heat rays a body absorbs, the higher its temperature becomes.

Slide. 7. Experiments “Sand Country” and “Water Mill”, the purpose of the first experiment was to highlight the properties of sand, flowability, looseness, wet can be sculpted. The purpose of the second experiment was to give an idea that water can set other objects in motion.

Slide. 8. Work on cognitive activities is carried out on the ecological trail “Wonderful Nearby”, there is a site for children’s experimentation on which we conducted the experiment “Where is the water? ", the task of the experiment was to reveal that sand and clay absorb water differently, to highlight their properties: flowability, looseness. The children concluded that all the water had gone into the sand (the particles do not stick to each other, but stand on the surface of the clay (in clay the particles are closer to each other and do not allow water to pass through).

Slide. 9. Experiment “The Air Around Us”, in this experiment my task was to show the children that air exists in the surrounding space, and to reveal its property of invisibility.

Slide. 10. As part of Science Day, the children and I had fun with elements of experimentation “Soap Bubbles Festival”, the purpose of which was:

1. Learn to make soap bubbles yourself.

2. Learn to blow bubbles in different ways.

3. Create a festive atmosphere, bring joy and good mood.

4. Arouse children’s desire to experiment, develop their imagination and fantasy.

The children learned how to make soap bubbles themselves and learned new ways of blowing soap bubbles.

Slide. 11. As part of the open lesson “What the wind can do” on the world around me, I developed a didactic game “Magic Meadows”, according to the conditions of the game, the children found themselves in two magical meadows with windy and calm weather, the children were given cards depicting weather conditions, and The children independently chose which clearing these illustrations fit into.

Slide. 12. Effective methods of cognitive development of preschoolers include project activities that ensure the development of children’s cognitive interests, the ability to independently construct their knowledge and navigate the information space.

In addition to the existing experimental site “Veterok”, located on the territory of our institution, in order to ensure maximum realization of the educational potential of the kindergarten space, a project was implemented to create a mini-museum “Nature has no bad weather”, which was designed and replenished by parents : verbal and illustrative materials, providing children with even more in-depth knowledge of natural phenomena, “folk” weather forecasts, and “living barometers”. Models of “Use of Wind Power by Man” and independent assistant devices are presented: rain gauges, barometers, wind traps, etc.

Slide. 13. Concluding the above, we can conclude that at the present stage of development of preschool education, much attention is paid to the problem of cognitive development of preschoolers. Using experimentation and project activities when solving the problem of cognitive development of preschool children, we try to ensure a staged transition, qualitative changes in the development of cognitive activity of preschool children in accordance with the Federal State Educational Standard.

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Implementation of tasks in the educational field "Cognitive Development" in a preschool educational institution in Krasnoyarsk at a price of 5,000 rubles, order from the company SIBERIAN INSTITUTE OF MODERN PRACTICAL PSYCHOLOGY

The company SIBERIAN INSTITUTE OF MODERN PRACTICAL PSYCHOLOGY is registered on the portal dk.ru on June 24, 2014

Description of the service Implementation of the tasks of the educational field "Cognitive development" in preschool educational institutions:

Remote training program:

Implementation of the tasks of the educational field “Cognitive Development” in preschool educational institutions according to the Federal State Educational Standard

Tasks:

to form in students knowledge about modern approaches to solving problems in the educational field “Cognitive Development” in preschool educational institutions;

– to promote the development of experience in solving practical pedagogical problems from the educational field “Cognitive Development”;

– to generalize the knowledge of students of advanced training courses on the formation of elementary mathematical concepts in preschoolers in the course of solving problems in the educational field “Cognitive Development”;

– provide students of advanced training courses with the opportunity to familiarize themselves with examples of solving problems in the educational field “Cognitive Development” in a preschool educational institution in accordance with the Federal State Educational Standard.

At the end of the program, the student must:

know:

– basic concepts of the course: educational field, educational field “Cognitive development”, cognitive activity of preschool children, cognitive competence of preschool children, cognitive orientation, cognition, cognitive processes;

– the position of a teacher in modern education and his professional and personal orientations;

– basic regulatory documents defining new priorities for the development of preschool education;

– objectives of the educational field “Cognitive Development”;

be able to:

– plan the results of children’s mastery of the “Cognitive Development” section of the main general education program of preschool education;

– develop children's cognitive activity;

– create conditions that encourage preschoolers to engage in independent cognitive activity;

– have a direct pedagogical impact on the cognitive activity of preschool children;

– organize cognitive and research activities of preschool children;

own:

– skills of using in practical activities a system for monitoring children’s achievement of the planned results of mastering the “Cognitive Development” section of the main general education program of preschool education;

– skills in organizing research and project activities in a preschool educational institution when solving problems in the educational field “Cognitive Development”;

– skills in using interactive forms of interaction between children of senior preschool age and parents through joint project activities when solving problems in the educational field “Cognitive Development”;

– ways of carrying out psychological and pedagogical work on the development by preschoolers of the educational field “Cognitive Development”.

Cognitive development according to the Federal State Educational Standard in preschool educational institutions. Development of cognitive activity

After all, you must admit that if a small child sees and does not know anything except the apartment, his thinking is very narrow.

What does cognitive activity provide?

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, mental abilities are developed 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.

What is Federal State Educational Standard

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:

to the scope of the 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.

The Federal State Educational Standard is a support for developing plans and writing lesson notes aimed at the cognitive development of preschoolers.

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.
Formation of actions aimed at understanding the surrounding world, development of conscious activity.
Development of creative abilities and imagination.
Formation of knowledge about oneself, other children and people, the environment and the 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 about national holidays, customs, and traditions are given.
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.

Forms of work on the development of cognitive activity

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 structure classes 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:

children’s personal involvement 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.

Cognition through play

Kids cannot imagine their lives without play. A normally developing child constantly manipulates objects. The work of educators in cognitive activities is based on this.

In the morning the children come to the group. The first step is charging. Exercises such as “collect mushrooms”, “smell the flowers”, “rays-rays” are used.

After breakfast, the kids work with the nature calendar and in the living corner. During environmental games, activity and curiosity develop.

During a walk, the teacher can use many outdoor games, and observe nature and its changes. Games based on natural objects help to better assimilate knowledge.

Reading fiction expands, systematizes knowledge, and enriches vocabulary.

In a kindergarten, be it a group or a section, everything is created so that the development of cognitive activity occurs naturally and effortlessly.

Doubt is the main argument

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 knowledge itself 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.

The development of cognitive activity is impossible without a doubt. In the modern way, the Federal State Educational Standards in 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.

Cognitive development in preschool educational institutions by age

As a child ages, his capabilities and needs change. Accordingly, both objects and the entire environment in the group for children of different ages should be different, corresponding to research opportunities.

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.

What about the kids?

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.

Middle group

Cognitive development in the middle group involves the continued expansion of ideas about the world and the development of 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 necessary material is 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, kids explore the world around them.

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 regular moment: while washing, walking, playing, exercising.

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.

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Introduction to the social world.

Introduction to the natural world.

It is clear that the specific content of these educational areas depends on the age and individual characteristics of children. The programs for each group indicate the types of activities in which this content can be implemented.

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

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

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

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

Motor activity, to a lesser extent, but also affects the cognitive development of children. Firstly, it relieves tension, and in addition, here children receive a lot of information about their own body, its capabilities, in outdoor games they learn to understand - bunnies jump, foxes run, a bear waddles from side to side, etc.

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

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

Communicative activities, compared to communication at an early age, become more meaningful. Children are able to express their opinions, ask “chains” of questions, discuss serious issues, and insist on something.

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

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

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

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

As part of Motor Activities, despite all the specificity of this educational area, we introduce children to various sports, famous athletes, the Olympic Games, and form ideas about a healthy lifestyle.

Thus, we can conclude that each of the specifically children's activities allows for the implementation of the content of cognitive development, integrating it with other educational areas.

The third section of the Federal State Educational Standard defines the Requirements for the conditions for the implementation of the main educational program.

I would like to draw attention to Chapter 3, paragraph 3.3 of the Federal State Educational Standard for Preschool Education, which lists the specific requirements for the developmental subject-spatial environment of the preschool educational institution. Quote: A developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe. The richness of the environment must correspond to the age capabilities of the children and the content of the Program.

This is due to the fact that the materials, complexity and accessibility of their content must correspond to today’s patterns and characteristics of the development of children of a given specific age and take into account those features of development zones that are characteristic again of each individual child today. At the same time, we must remember that the next age group is the guardian of the environment of the previous group for many reasons. It must preserve materials from the previous stage of development. In this regard, it can be recommended to focus on such indicators of the correspondence of the environment to the age of children.

Children of younger groups, whose development is at the point of transition from object-based to play activities, should receive opportunities from the environment to develop precisely these types of activities. In accordance with the patterns of development of thinking, memory, attention, speech, etc. here the environment of objective activity and the associated conditions of sensory education and development of children should be powerfully represented, and here the nascent play activity receives nourishment.

Thus, the developmental environment of the younger group should contain all types of activities, but their focus is associated with objective and play activities. Their content should fulfill all the developmental goals of children of this age. The general appearance of the group is playful, bright, objective.

In the middle group, the content of the developmental environment should prevail, which determines the transition stage from objective activity to more developed play. This level must grow; it can be ensured by a smooth transition from secure creative play to a game that forces the child to look for combinations of the play situation, setting, play content, rules and actions. Therefore, gaming equipment gradually gives way to the academic content of activities throughout the year.

Senior group. Here there is further development of leading activity, this is the period of peak development of creative plot-role-playing game, and here special requirements are placed on the game.

In the senior group, one of the main tasks of teachers is to organize a subject-development environment for cognitive development. Environmental materials are regularly replenished.

The preparatory group for school is similar in content to the senior group, but differs in content, which includes program objectives, individual characteristics and needs of children. Here we have the same approaches to creating an environment, perhaps a little more content. Speaking about designing a developmental environment for children in the preparatory group, I would like to prevent adults from wanting to turn this group into a school classroom with visual aids, geographical and historical maps, diagrams, etc.

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

A child strives for independence, but he cannot understand the world without the help of an adult. It is important what position the teacher chose. What do you think this position should be? (Answers)

Yes, of course, the best position is that of a partner, but a partner who is knowledgeable, capable and authoritative, whom you want to imitate. In this case, it is possible to build educational activities based on interaction. (3.2.1.)

A famous French teacher said that children learn not so much from the teacher as from other children. And this is, in fact, true; it is easier to imitate peers, especially if friendly relations have been established with them.

Cognitive development presupposes some “discoveries” of the child, solving some problems that are significant for him independently. This becomes possible with the support of children's initiative and the ability to choose materials and types of activities.

You, of course, remember that the fundamental difference between Gosstandart and FGT is the fourth section, “Requirements for the results of mastering the main educational program.”

Remember the term in which these requirements are formulated?

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

So, for an early age it is important that the child is interested in surrounding objects, actively interacts with them and with toys, showing persistence in achieving results.

Preschoolers can achieve more.

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

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

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

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

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

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

The formation of prerequisites for educational activities in preschoolers is considered as an indicator of continuity with the school.

Concluding the discussion of the topic, I want to emphasize that the educational and developmental result of cognitive activity, in the most general form, is the intellectual and moral development of the individual, the child’s acquisition of experience in creative activity and a value-based attitude to the world, the formation of the need for knowledge and cognition.

Thus, provided that the pedagogical process is properly organized using methods, usually playful, that take into account the characteristics of children’s perception, as well as with a properly organized subject-development environment, children can already assimilate the proposed material at preschool age without stress overloads. And the more prepared a child comes to school - this does not mean the amount of accumulated knowledge, but specifically the readiness for mental activity, the more successful the start of school childhood will be for him.

I wish you success in the cognitive development of your children!

The active involvement of a preschool child in various types of activities, expanding the range of his relationships with adults and peers contribute to the rapid development and improvement of many mental cognitive processes. (Aseev, S. 68)

This applies, in particular, to sensory development, i.e. development of sensations, perception and figurative representation.

The sensory development of a preschooler includes two interrelated aspects - 1) the assimilation of ideas about the various properties and relationships of objects and phenomena and 2) the mastery of new actions of perception and sensation, which make it possible to perceive the world more fully and comprehensively. (Mukhina, S. 222)

Revealing the essence of the first side of sensory development, it is necessary to understand that in preschool age there is a transition from the use of the child’s own sensory experience (this figure is like a “house”) to the use of generally accepted sensory standards, are ideas developed by humanity about the main varieties of each type of properties and relationships - color, shape (this figure is a triangle, but before it was a “house”), the size of objects, their position in space, the pitch of sounds, the duration of periods of time, etc. .P. (Mukhina, S. 222)

In the first half of the period, the child begins to master the generally accepted means of performing the actions of perception and visual-figurative thinking - sensory standards and visual models (identifying and displaying connections and relationships between objects and phenomena in a visual form).

So, at 3 years old, a child knows what “color” is and is oriented in sounds (height, longitude);

4 years - knows the shape, and in the 5th year begins to visually dissect the shape of objects into given parts (this is facilitated by applique and construction from cubes);

5 years - children have a good understanding of colors, geometric shapes, relationships of 3-4 sizes (big, small, largest, smallest).

However, the most difficult thing for children is to master the standards of size, because they do not have a good command of the system of measures. At the same time, perception at this age also has imperfections: 1) children do not take into account a number of properties of objects or take them into account incorrectly. This is due to the fact that clear ideas are formed only about the main types of properties, which is why little-known properties are equated by the child with known ones. For example, having an idea of a square, a child may perceive unknown trapezoids and rhombuses as squares; 2) children find it difficult to consistently examine (for example, inspect) objects and objects and randomly jump from one figure to another.

But by the age of 6, the child already knows how to systematically and consistently examine objects, can describe their properties, guided by sensory standards, using only visual perception.

So, the assimilation of sensory standards is only one aspect of the development of a child’s orientation in the properties of objects.

The second side, which is inextricably linked with the first, is the assimilation of new and improvement of existing perception actions, or perceptual actions.

The development of perceptual actions takes place in 3 stages:

Stage 1, when the process of their formation begins with practical, material actions performed with unfamiliar objects. To more successfully and quickly pass this stage, it is advisable to offer sensory standards for comparison. This is the stage of external perceptual actions;

Stage 2- sensory processes themselves, restructured under the influence of practical activity, become perceptual actions. These actions are now carried out with the help of appropriate movements of the receptor apparatus and anticipate the implementation of practical actions with perceived objects;

Stage 3 occurs when perceptual actions become even more hidden, collapsed, reduced, their external links disappear, and perception from the outside begins to seem like a passive process. In fact, this process is active, occurring in the consciousness and subconscious of the child. As a result, external perceptual action turns into internal mental action. (Nemov, P. 84)

The assimilation of perceptual actions leads to the development of other abilities.

Thus, there arise internal actions of perception, but if problems appear that the child cannot solve only with the help of internal actions of perception, then the child returns to external actions.

In older preschool age, orientation in space and time develops, and throughout the entire preschool age a general pattern applies: ideas about objects and their properties are formed earlier than ideas about space, and orientation in space precedes orientation in time (and is easier for the child) . Under the guidance of an adult, the preschooler forms the following concepts: -left/right- (using his right hand, the child determines the location of other objects: for example, a child can find out where his right eye is by focusing on his right hand); -between-, -in front-, -near-, -above, under, inside, near-, etc. It is important that pairwise relations (for example, -over/under-) are learned simultaneously, because it is easier for a child to understand. Certain difficulties in mastering these relationships are associated with the egocentric position of the preschooler.

Attention . During the preschool period, attention, due to the complication of children's activities and their progress in general mental development, acquires greater concentration and stability.

The main change in attention in preschool age is that children for the first time begin to control their attention, consciously direct it to them, i.e. attention becomes voluntary. It is important to know that voluntary attention cannot develop on its own, but is formed through the inclusion of a child by an adult in new activities (drawing, designing, reading to a child).

At the first stages of mastering voluntary attention, it is difficult for children to control it. Therefore, reasoning out loud helps in developing the ability of voluntary attention. This has been proven experimentally. If a child is asked to constantly talk about what he should keep in the sphere of attention, then he will be able to voluntarily control attention for much longer than without speaking out loud.

Thus, voluntary attention is formed in connection with the general increase in the role of speech in regulating the child’s behavior. (Mukhina, P. 254)

However, it must be borne in mind that involuntary attention remains predominant throughout preschool age.

Memory development . Preschool age is characterized by intensive development of the ability to remember and reproduce.

The memory of a preschooler is mainly involuntary in nature; memorization and recollection occur regardless of the will and consciousness of the child. The child remembers what he noticed in the activity, what impressed him, what was interesting to him. Consequently, in younger preschoolers, involuntary visual-emotional memory dominates.

Normally developing children of primary and middle preschool age have well-developed immediate and mechanical memory. These children easily reproduce what they saw and heard, but provided that it aroused their interest, and the children were interested in remembering it. Thanks to this memory, speech improves well, children learn to use the names of household items, etc. (Nemov, P. 87)

In middle preschool age, voluntary forms of memorization begin to take shape, and in older preschool age, they begin to improve. This process occurs most successfully in gaming activities, when memorization is the key to successful fulfillment of the assumed role.

Mastering voluntary memory goes through 2 stages:

At the first stage, the child emphasizes only the task itself of remembering and recalling, without yet mastering the techniques. In this case, the task to remember is highlighted earlier, because those around them often demand that the child reproduce what he did before; 2) the task of remembering arises as a result of the experience of remembering, when the child realizes that without remembering, he will not remember.

Adults teach a child voluntary memory techniques, for example, by asking him questions: “What happened then?”, “What else did you learn?”

It should be noted that although voluntary memory in preschoolers is already developed, involuntary memorization, associated with the active mental work of children on certain material, remains much more productive than voluntary memorization of the same material.

In preschool age, some children develop a special type of visual memory - eidetic memory - this is a very vivid and distinct memory based on reproduced images, which manifests itself in the fact that the child seems to again see in front of him what he is talking about. However, eidetic memory is an age-related phenomenon and is subsequently lost.

The memory of a preschooler, despite its imperfections, actually becomes the leading function, taking a central place among other mental processes. (Mukhina, pp. 254-257)

Imagination the child is connected in its origins with the sign function of consciousness emerging in early childhood, i.e. symbolic function. The symbolic function receives further development in play activities, where symbolization is one of the structures of the game. (Nemov, P. 88)

In the first half of preschool childhood, the child’s reproductive imagination predominates, mechanically reproducing previously received impressions in the form of images. For example, a child is riding a stick, and at that moment he is the rider, and the stick is the horse. But he cannot imagine a horse in the absence of a horse-like object suitable for “riding,” and he cannot transform a stick into a horse until he actually rides it.

Gradually, internalization occurs - a transition to a playful action with an object that in reality does not exist, but is represented in the mind (a stick, like a horse, is no longer needed, because it is represented in the mind). This moment is the origin of the process of imagination as a mental process. (Mukhina, S. 258)

In older preschool age, imagination turns from reproductive to creatively transformative. It connects with thinking, beginning to perform a cognitive-intellectual function, and becomes controllable.

In addition to this function, imagination also has an affective and protective role. Thanks to the cognitive function of imagination, the child learns better about the world around him and solves the problems that arise before him more easily and successfully. The affective-protective role of imagination is that through an imaginary situation, tension can be discharged and a unique, symbolic resolution of conflicts can occur, which is difficult to achieve with the help of real practical actions. This function is the basis for relieving a child’s anxiety and fears with the help of training sessions. (Nemov, P. 89)

Thinking . Role-playing games stimulate the development of another important process - thinking, primarily visual-figurative, the level of development of which is influenced by the degree of development of imagination.

In preschool childhood, the following main lines of thinking development are distinguished: 1) further improvement of visual and effective thinking based on the developing imagination; 2) improvement of visual-figurative thinking based on voluntary and indirect memory; 3) the beginning of the active formation of verbal-logical thinking through the use of speech as a means of setting and solving intellectual problems; 4) another striking feature of the thinking of a preschooler is that it is at this age that the cognitive orientation of thinking first appears. This feature is manifested in the child’s endless questions to the adult.

However, we must remember that the main type of thinking of a preschooler is figurative thinking (the result is obtained in the mind).

A child’s verbal and logical thinking, which begins to develop at the end of preschool age, already presupposes the ability to operate with words and understand the logic of reasoning.

The development of verbal and logical thinking in children goes through 2 stages:

the child learns the meanings of words related to objects and actions, learns to use them when solving problems;

the child learns a system of concepts denoting relationships and learns the rules of logical reasoning. The latter already applies to the school period.

The development of the internal plan of action, characteristic of logical thinking, takes place in 6 stages (N.N. Podyakov. Reader on developmental and educational psychology. Part 2, 1981) from younger preschool age to senior:

The child, using his hands, manipulating things, solves problems in a visual and effective way.

In solving a problem, the child includes speech, not only to name the objects with which he manipulates in a visually effective way. The main result is obtained by hand.

The problem is solved figuratively through the manipulation of object representations. An elementary form of reasoning aloud arises, not yet separated from the performance of real practical action.

The child solves the problem according to a pre-compiled, thoughtful and internally presented plan. Its basis (plan) is memory and experience.

The problem is solved in terms of action in the mind, followed by the implementation of the same task in a visually-effective way, in order to reinforce the answer received in the mind and then formulate it in words.

Solving a problem and delivering the final result occurs entirely internally, without resorting to real actions.

Summarizing the conclusion from the scheme described above, it should be pointed out that in children the stages of mental actions and operations passed through do not disappear completely, but, being transformed, are replaced by new ones. In children's intellect, all 3 types of thinking are represented and, if necessary, simultaneously included in the work.

In preschoolers, the process of developing concepts also occurs, especially intensively when thinking and speech are combined with each other.

To understand the dynamics of the development of concepts, along with knowledge about the development of thinking, it is necessary to know the features of speech development in preschool age.

Speech . The main line of development of speech is that it becomes more coherent and takes the form of dialogue. Also situational speech, characteristic of early age, is replaced contextual speech. Situational speech is distinguished by the fact that it is characterized by deletions of the implied subject. It is replaced by a pronoun. The speech is replete with the words “he”, “she”, “they”, “there”. For example: “There was a flag there. There was water far outside. It's wet there. My mother and I walked there,” etc.

Then, as the circle of communication expands and with the growth of cognitive interests, the child masters contextual speech, which can fully describe the situation. However, situational speech does not disappear, but is used only in a close circle, where everyone understands what is being said.

The next feature of speech development is an independent form of speech - a monologue utterance.

Another feature is that in preschool age the development of speech “to oneself” (egocentric) and internal speech differs.

Inner speech is of particular interest because it is the carrier of concepts. Inner speech develops from egocentric speech, when the child’s speech utterance ceases to accompany his actions, but is transferred to the internal plane (the end of preschool childhood).

An interesting fact is that, although children already know and can use many words (up to 8000 words), they still do not quite understand it as a word that means something, i.e. do not realize its function, without separating verbs and adjectives. Therefore, to the question “How many words are in a sentence?” - the child will answer “One”, i.e. all offer. This happens by the age of 5-6, and children master the rules of grammar of their native language.

By the age of 3, a child uses up to 500 words and understands about 1500; at 6 years old, a child knows 3-7 thousand words, and uses about 2000 words. The child’s dictionary contains all parts of speech and can correctly inflect and conjugate. By the age of 5-6, with training, the child can cope with phonemic (sound) analysis of words.

Explanatory speech appears - the ability, for example, to convey the content and rules of the game, to explain something

At preschool age, written speech begins to form.

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

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IMPLEMENTATION OF GEF

COGNITIVE DEVELOPMENT OF PRESCHOOL CHILDREN

Federal State Educational Standards Before: COGNITIVE DEVELOPMENT

Cognitive development:

Involves the development of children's interests, curiosity and cognitive motivation;

Formation of cognitive actions, formation of consciousness;

Development of imagination and creative activity;

Formation of primary ideas about oneself, other people, objects of the surrounding world,

About the properties and relationships of objects in the surrounding world, their shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest, causes and effects, etc.,

About the small Motherland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays,

About planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

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

IN Federal State Educational Standard for Preschool Education the tasks of cognitive development are determined:

Development of children's interests, curiosity and cognitive motivation;

Formation of cognitive actions, formation of consciousness;

Development of imaginationand creative activity;

Formation of primary ideas about yourself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest, causes and effects and etc.);

Formation of primary ideas about the small homeland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

The main forms of interaction that promote cognitive development:

Involving the child in various activities;

Use of didactic games;

Application of teaching methods aimed at enriching creative imagination, thinking, memory,speech development .

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

Cognitive interest- selective focus on knowledge of objects, phenomena, events of the surrounding world, activating mental processes and human activity, his cognitive capabilities.
The main criteria will be novelty, unusualness, surprise, and non-compliance with previous ideas.Cognitive interest consists of the following interrelated processes:

Intellectual - logical actions and operations (analysis, synthesis, generalization, comparison), evidence;

Emotional - the experience of success, the joy of learning, pride in one’s achievements, satisfaction with one’s activities;

Regulatory - volitional aspirations, focus, persistence, attention, decision-making;

Creative - imagination, creation of new models, images.
To form and develop cognitive interest, you should:

Develop Creative skills children, create conditions for this,

Strengthen every child’s faith in his own abilities, encourage him, and not weaken his interest with mistrust and negative assessments;

Develop children's self-esteem.

Cognitive development

Development of cognitive activity in preschool children.

Federal State Educational Standard for Preschool Education, as the main principle of preschool education,

considers the formation of cognitive interests and cognitive actions of the child

in various types of activities. In addition, the standard is aimed at developing intellectual

qualities of preschool children. According to it, the program should ensure the development of children’s personality

preschool age in various types of activities.

This document treats cognitive development as an educational area

the essence of which is revealed as follows: the development of curiosity and

cognitive motivation; formation of cognitive actions, formation of consciousness;

yourself, other people, objects of the surrounding world, their properties and relationships (shape, color,

size, material, sound, rhythm, tempo, quantity, number, part and whole, space

and time, movement and rest, causes and effects, etc.), about the planet

The earth as a common home of people, about the peculiarities of its nature and diversity

countries and peoples of the world. In our opinion, this is the understanding of the cognitive development of preschoolers.

nikov suggests viewing it as a process of gradual transition from one stage

development of cognitive activity to another.

We include the following stages of cognitive development: curiosity, inquisitiveness, development

cognitive interest, development of cognitive activity.

Let's look at each stage in more detail:

1. We consider curiosity to be the first stage.

It is characterized by a selective attitude towards any subject, determined purely

external, often suddenly revealed to the child sides and circumstances.

At this stage, the preschooler is content with only the initial orientation associated with

with the interest of the subject itself; entertainment as a factor in discovering cognitive

interest usually serves as its initial impetus. As an example of curiosity in

preschooler can cite the fact that at 2–3 years old the child focuses on brightness

object without paying special attention to its essence.

2. We defined the second stage of cognitive development of preschool children as

curiosity, which is a valuable state of personality, active vision

world, characterized by the child’s desire to penetrate beyond the boundaries of the original

seen and perceived. At this stage of interest, as a rule, strong

emotions of surprise, joy of learning, delight, satisfaction with the activity. Essence

curiosity lies in the formation and deciphering of various kinds of riddles.

3. A new quality, or stage, of the cognitive development of preschoolers is

cognitive interest, characterized by increased stability, clear selective

focus on a cognizable subject, valuable motivation, in which the main place is occupied

cognitive motives. Cognitive interest contributes to the penetration of a preschooler

into essential relationships, connections, patterns of mastering reality. Manifestation

questions posed, for example during experimentation, environmental research

peace.

4. We consider the high level of cognitive development of preschool children

cognitive activity, the basis of which is the holistic act of cognitive activity

activity is an educational and cognitive task.

It should be noted that the Federal State Educational Standard for Educational Education focuses on the specific content of educational

areas for implementation in certain types of activities, paying special attention to knowledge

research (studying objects of the surrounding world and experimenting

with them).

development of preschool children, we highlight:

– organization of solving cognitive problems;

– the use of experimentation in the work of preschool educational institutions;

– use of design.

An actual method of cognitive development of preschool children

rasta is experimentation, which is considered as a practice

creative activity of a search nature aimed at cognition

properties, qualities of objects and materials, connections and dependencies of phenomena.

In experimentation, the preschooler acts as a researcher who independently

and actively learns about the world around him, using various forms of influence on him.

th. In the process of experimentation, the child masters the position of the subject of cognition and

activities.

When working with preschoolers, cognitive tasks are used, under

which are understood as educational tasks that involve searching

knowledge, methods (skills) and stimulation of active use

knowledge in teaching connections, relationships, evidence.

The system of cognitive tasks accompanies the entire learning process, which consists of

progressive, gradually becoming more complex in content and methods of activities.

After children accepted a cognitive task under the guidance of a child,

the feeder carries out its analysis: identification of the known and the unknown.

th. As a result of the analysis, children make assumptions about the possible course of a natural phenomenon

and its reasons. Their assumptions are right and wrong, often

contradictory. The teacher must listen and take into account all preferences

provisions, pay attention to their inconsistency. If the children are not you. moving no ideas,

they must be nominated by the teacher himself.

Effective methods of cognitive development of preschool children include

project activities that ensure the development of children’s cognitive interests and skills

independently construct your knowledge and navigate the information space,

development of critical thinking.

Cognitive development involves the development of children's interests, curiosity

and cognitive motivation; formation of cognitive actions, formation of consciousness;

development of imagination and creative activity; formation of primary ideas about

yourself, other people, objects of the surrounding world, about the properties and relationships of objects

surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity,

number, part and whole, space and time, movement and rest, causes and effects, etc.),

about the small homeland and Fatherland, ideas about the sociocultural values of our people, about

domestic traditions and holidays, about planet Earth as the common home of people, about

the peculiarities of its nature, the diversity of countries and peoples of the world.

Educational field "Cognitive development"

Formation of elementary mathematical concepts.

Development of cognitive and research activities.

Familiarization with the subject environment.

Introduction to the social world.

Introduction to the natural world.

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Organization of a developing subject-spatial environment in the educational field “Cognitive Development”

Consultation for preschool teachers“Organization of a developing subject-spatial environment in the educational field “Cognitive Development”

Good afternoon, dear colleagues! At the beginning of our meeting, to activate positive, productive and successful work, I would like to invite you to take part in the “Quick Setup”.

Today I offer you the “Method of Unfinished Sentences,” which allows you to identify the conscious and unconscious attitudes of the participants and shows their attitude to any problem. I suggest you complete the statements of famous people: psychologists, teachers and philosophers on the topic of our meeting.

Vasily Alexandrovich Sukhomlinsky: “A game is a spark that lights a fire...” (inquisitiveness and curiosity).	Without play there is not and cannot be full-fledged cognitive development of children in preschool age.
Abraham Harold Maslow: “Development occurs when the next step forward objectively brings more joy, more internal satisfaction than...” (previous acquisitions and victories that have become something common and even boring).	This statement suggests that a preschool child has a constant internal need to learn new truths.
Arthur Vladimirovich Petrovsky“Cognitive activity is one of the important qualities that characterize...” (mental development of a preschooler).	Cognitive activity is the desire for the most complete knowledge of objects and phenomena of the surrounding world; complex personal education.
Lyudmila Aleksandrovna Belyaeva:“One of the main incentives for children’s cognitive activity is...” (teacher).

Methods that stimulate the process of cognition:

The method of unexpected solutions (the teacher offers a new, non-stereotypical solution to a particular problem that contradicts the child’s existing experience);

The method of presenting tasks with an indefinite ending, which forces children to ask questions aimed at obtaining additional information;

A method that stimulates the manifestation of creative independence in composing similar tasks with new content, searching for analogues in everyday life;

The method of “intentional mistakes” (Sh. A. Amonashvili), when the teacher chooses the wrong path to achieve the goal, and the children discover this and begin to offer their own ways and means of solving the problem.

The formation of cognitive activity in preschool children requires the teacher to demonstrate a creative approach to organizing the pedagogical process.

Signs of a teacher’s creative personality are:

1. The desire for self-development.

2. The ability to notice and formulate alternatives, question the obvious at first glance, and avoid superficial formulations.

3. The ability to delve into a problem and at the same time break away from reality and see the future.

4. The ability to abandon the orientation towards authorities.

5. The ability to present a familiar object from a completely new perspective, in a new context.

6. The ability to associate (quick and free switching of thoughts, the ability to evoke images in the mind and create new combinations from them).

7. Readiness of memory (mastery of a sufficiently large amount of systematized knowledge, orderliness and dynamism of knowledge) and the ability to generalize.

8. Creativity, that is, the ability to transform the activity being performed into a creative process.

In our hands, in the hands of teachers, is the possibility of creating an atmosphere of goodwill and positivity in preschool education, a developing subject-spatial environment that stimulates cognitive and creative activity in preschool children in accordance with the Federal State Educational Standard for Preschool Education. So, let's take a closer look...

Sensory development. FEMP.

Development of cognitive, research and productive (constructive) activities.

Formation of a holistic picture of the world, broadening the horizons of children (this is “Culture of everyday life” in the junior and middle groups; “Nature and the child” in all age groups; “The world in which we live” in the senior and preparatory groups).

In accordance with the Federal State Educational Standard for Education, the goal of the cognitive development of preschool children was the development of cognitive interests and cognitive abilities of children, which can be divided into sensory, intellectual-cognitive and intellectual-creative.

- Formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world:

form, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest, causes and effects, etc.,

About the small homeland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays,

About planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

From age to age, the tasks of development of cognitive and research activities become more complicated:

In early preschool age this is:Sensory development. FEMP. Development of cognitive, research and productive (constructive) activities. Formation of a holistic picture of the world, broadening the horizons of children (this is “Culture of Life”; “Nature and the Child”).

At the stage of completion of preschool education:

The child must have developed the following skills and abilities, for example:

Knowledge of the symbols of their hometown and state, children’s awareness of belonging to their people (“The World We Live In”).

An elementary understanding of the relationships and interactions of living organisms with their environment (“Nature and the Child”)

Organizing the subject-spatial environment in accordance with the Federal State Educational Standard for Educational Educationin different age groups of preschool education, it must be remembered that its content should be aimed at the development of the child’s personality, motivation and abilities of preschool children in various types of activities.

Area of cognitive developmentshould be determined by the content of the educational activity itself and the age category of the children.

Requirements for their content and contentaccording to age group. So, for example, in a group in this direction of development of preschool children, the following Game Activity Centers may be represented:

Design Center.

Experimentation center and nature corner.

Center for Logic and Reflection.

Sensory play center

Center for Friendship of the Peoples of the World.

And etc.

Thus, the decisive role in the construction of RPPS, which stimulates cognitive and creative activity in preschool children, in accordance with the Federal State Educational Standard for Educational Education, belongs to the teacher.

The level of development of cognitive activity, cognitive interests and cognitive abilities of his pupils largely depends on him, mainly, and the methods he uses in pedagogical practice to organize the process of cognition.

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Cognitive development according to the Federal State Educational Standard in preschool educational institutions.

Development of cognitive activity

Cognitive development according to the Federal State Educational Standard in a preschool educational institution involves the involvement of the child in independent activities, the development of his imagination and curiosity. What does cognitive activity provide? In children's institutions, everything is created so that the little explorer can satisfy his curiosity. In order to effectively develop the child’s cognitive sphere, the best option is to organize and carry out activities aimed at cognition.

As a result of this, mental and volitional processes are activated, mental abilities are developed 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

What is the Federal State Educational Standard 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:

to the scope of the 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. The Federal State Educational Standard is a support for developing plans and writing lesson notes aimed at the cognitive development of preschoolers.

The difference between the activities of children and schoolchildren is the lack of certification. Children are not examined or tested. But the standard allows us to assess the levels and abilities of each child and the effectiveness of the teacher. Goals and objectives of cognitive activity Cognitive development according to the Federal State Educational Standard in a preschool educational institution pursues the following objectives: Encouraging curiosity, development and identification of the child’s interests. Formation of actions aimed at understanding the surrounding world, development of conscious activity. Development of creative abilities and imagination. Formation of knowledge about oneself, other children and people, the environment and the 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 about national holidays, customs, and traditions are given. 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. Forms of work on the development of cognitive activity 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 structure classes 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. Learning through play Kids cannot imagine their lives without play. A normally developing child constantly manipulates objects. The work of educators in cognitive activities is based on this. In the morning the children come to the group. The first step is charging. Exercises such as “collect mushrooms”, “smell the flowers”, “rays-rays” are used. After breakfast, the kids work with the nature calendar and in the living corner. During environmental games, activity and curiosity develop.

During a walk, the teacher can use many outdoor games, and observe nature and its changes. Games based on natural objects help to better assimilate knowledge. Reading fiction expands, systematizes knowledge, and enriches vocabulary. In a kindergarten, be it a group or a section, everything is created so that the development of cognitive activity occurs naturally and effortlessly. Doubt is the main argument. How do parents want their child to look? 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 knowledge itself 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. In the modern way, the Federal State Educational Standards in 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. Cognitive development in preschool educational institutions by age As a child ages, his capabilities and needs change. Accordingly, both objects and the entire environment in the group for children of different ages should be different, corresponding to research opportunities.

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. What about the kids? 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. Middle group Cognitive development in the middle group involves the continued expansion of ideas about the world and the development of 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 necessary material is 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, kids explore the world around them. 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 regular moment: while washing, walking, playing, exercising. 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.