Cognitive development of preschool children during developmental games

Cognitive development of preschool children during developmental games

 Mental cognitive processes include: perception, attention, imagination, memory, thinking and speech.

Perception is a holistic reflection of an external material object that directly affects the senses.

Attention is a prerequisite for any activity. Attention can be voluntary or involuntary. With voluntary attention, a person sets a goal: to pay attention to a certain object through volitional efforts.

Imagination is a mental process that consists of creating images and situations that have never been perceived.

Memory is the imprinting, preservation, recognition and reproduction of what a person previously perceived, experienced, thought, did. This is the basis of mental life, the basis of our consciousness. The accumulation of experience, its preservation and use is the result of the activity of memory.

Thinking is a generalized, indirect, abstract reflection of the external world and its laws. The operational components of thinking are mental operations - analysis, synthesis, comparison, abstraction, generalization, classification.

There are three types of thinking: visual-effective (learned through the manipulation of objects); visual-figurative (cognized with the help of representations of objects, phenomena); verbal-logical (cognized with the help of concepts, words, reasoning). Of the three types of thinking: verbal-logical, visual-figurative and visual-effective, the last two types are sufficiently developed and predominate in preschool children. As for the first - verbal-logical, this type of thinking in preschool age begins to develop intensively by the age of 6-7 years.

Speech is the process of a person’s practical use of language for the purpose of communicating with other people. Language is a means of communication between people.

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; 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 the features of nature, the diversity of countries and peoples of the world.

The main feature of educational games: these are educational games. They contribute to the development of cognitive activity, intellectual operations, which are the basis of learning. But what attracts a child to a game is not the educational task inherent in it, but the opportunity to be active, perform a game action, achieve a result, and win. However, if a participant in the game does not master the knowledge and mental operations that are determined by the learning task, he will not be able to successfully perform game actions. The ability to teach young children through active activities that are interesting to them is a distinctive feature of educational games.

An educational game helps to demonstrate cognitive activity in independent activities, expand one’s own cognitive interests and needs, teaches one to master various methods of safe behavior in the modern information environment, develops the child’s integrative qualities, educates, socializes, entertains, and gives rest.

Thus, the knowledge acquired by the child in classes is consolidated in joint activities, after which it passes into independent and, after that, into everyday activities.

When organizing work to develop cognitive activity, it is advisable to use not only specially made games, but also ordinary objects, so that the child sees that the real world does not exist on its own. To work with children to identify the properties and relationships of objects, use not only classes, but also walks and productive joint activities; for individual work - routine moments (dressing and undressing situations, hygiene procedures, preparation for lunch, bedtime).

Verbal games help develop children's speech: by replenishing and activating the vocabulary, forming correct sound pronunciation, developing coherent speech, the ability to correctly express their thoughts, compose independent stories about objects, phenomena in nature and social life, developing retelling skills. Games such as “Name in one word”, “Name three objects” require children to actively use generic and specific concepts. Finding antonyms, synonyms, words that sound similar is the main task of word games.

Development of children's cognitive activity through educational games:

‒ Thinking operations develop: analysis, synthesis, comparison, generalization, classification;

- The ability to imagine develops;

- Show interest in classes;

- The speech activity of children in various types of activities increases.

Games for classes must be selected taking into account the cognitive material that the children have studied. For mathematics classes, games with mathematical content that require mental effort: puzzle games; joke games; games with interesting questions.

In classes on speech development, games: to develop the ability to “peer” into an object, phenomenon; on the ability to make inferences and assumptions.

In classes to familiarize yourself with the surrounding world, games: to consolidate knowledge about seasonal phenomena, flora and fauna; promoting the development of curiosity and observation.

During the games themselves, depending on the age of the children, it is necessary to ask questions, give a sample of actions, a sample of a statement, remind the rules, referring to the experience of the children, take on the role of a leader or observe the progress of the game.

In the process of gaming activities with children, try to arouse their interest in games, create in them a state of enthusiasm, mental tension, using entertaining problem situations that require resolution.

To organize joint and independent activities of children, it is necessary to create a subject-development environment in the group - a special developmental area with a large range of educational games, taking into account safety, aesthetics, clarity, and accessibility.

Educational games contribute to:

‒ development of cognitive and mental abilities: acquiring new knowledge, generalizing and consolidating it; expanding their understanding of objects and natural phenomena, plants, animals; development of memory, attention, observation; developing the ability to express one’s judgments and draw conclusions;

‒ development of children’s speech: replenishment and activation of vocabulary;

‒ social and moral development of a preschool child: in such a game, knowledge of the relationships between children, adults, objects of living and inanimate nature occurs, in it the child shows a sensitive attitude towards peers, learns to be fair, to give in if necessary, learns to sympathize, etc. .

The structure of an educational game is formed by basic and additional components. The main components include: didactic task, game actions, game rules, result and didactic material. Additional components: plot and role.

Conducting educational games includes:

1. Familiarizing children with the content of the game, using didactic material in it (showing objects, pictures, a short conversation, during which the children’s knowledge and ideas are clarified).
2. Explanation of the course and rules of the game, while strictly following these rules.
3. Show game actions.
4. Determining the role of an adult in the game, his participation as a player, fan or referee (the teacher directs the actions of the players with advice, questions, reminders).
5. Summing up the results of the game is a crucial moment in its management.

Based on the results of the game, one can judge its effectiveness and whether it will be used by children in independent play activities. Analysis of the game allows us to identify individual abilities in the behavior and character of children. This means properly organizing individual work with them.

Education in the form of a didactic game is based on the child’s desire to enter an imaginary situation and act according to its laws, that is, it corresponds to the age characteristics of a preschooler.

Types of educational games:

‒ Games with objects (toys).

‒ Printed board games.

‒ Word games.

Games with objects are based on children’s direct perception and correspond to the child’s desire to act with objects and thus become familiar with them. In games with objects, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects, size, and color. When introducing children to nature in such games, I use natural materials (plant seeds, leaves, pebbles, various flowers, pine cones, twigs, vegetables, fruits, etc.) - which arouses keen interest and an active desire in children to play. Examples of such games: “Describe this object”, “What is this?”, “What first, what next”, etc.

Printed board games are an interesting activity for children to get acquainted with the world around them, the world of animals and plants, and phenomena of living and inanimate nature. They are varied in type: “lotto”, “dominoes”, “paired pictures”. With the help of board and printed games, you can successfully develop speech skills, mathematical abilities, logic, attention, learn to model life patterns and make decisions, and develop self-control skills.

Word games are an effective method of fostering independent thinking and speech development in children. They are built on the words and actions of the players. Children independently solve various mental problems: describe objects, highlighting their characteristic features, guess them from the description, find similarities and differences between these objects and natural phenomena. During the games, children clarify, consolidate, and expand their ideas about natural objects and its seasonal changes.

Developmental game in experimental activities - contributes to the formation of children's cognitive interest in the environment, develops basic mental processes and observation.

Literature:

1. Ananyev, B. G. Cognitive needs and interests / B. G. Ananyev / Uch. zap. Leningrad State University, No. 265; issue 16, Psychology. - L., 1959. - P. 41–60.
2. Averin V. A. Psychology of children and adolescents. - St. Petersburg, 1998.
3. Bondarenko A.K. Didactic games in kindergarten / A.K. Bondarenko.-M., 1991
4. Gamezo M.V., Gerasimova V.S., Gorelova G.G., Orlova L.M. Developmental psychology (Personality from youth to old age): Textbook. - M., 1988.
5. Kryzhanovskaya L. M. Developmental psychology. - M., 1997.
6. Mukhina V. S. Age psychology. - M., 1998.
7. Development in older children of cognitive interest in the history of the objective world in project activities: educational method. Manual/auth.-comp. A. Yu. Kuzina.-Tolyatti: TSU, 2009.-60p.
8. Subbotsky, E.V. A child opens the world: A book for kindergarten teachers / E.V. Subbotsky. - M.: Education, 1991. - 207 p.
9. Tikhomirova L. F. Development of children's cognitive abilities. A popular guide for parents and teachers. - Yaroslavl: Academy of Development, 1996. - 192 p., ill.

Development of cognitive activity of preschool children through didactic games; methodological development

Relevance of the chosen topic.

We know well how inquisitive children are. The world before the eyes of a child is huge and has many faces.

Preschoolers are interested in everything: people, objects, animals, plants, natural phenomena, etc. We are constantly faced with children's questions “Why..?” That’s why they jokingly call the child “why”.

More and more often, more and more boldly, he peers into the prospect of understanding the “big world” that opens before him - the knowledge that humanity has acquired along the path of its development. Children boldly “cross space and time”, everything is interesting to them, everything attracts their attention . They try with equal interest to master both what is already understandable to them at this age stage and what they are not yet able to deeply understand.

Any human activity, both external practical and internal mental, has a certain structure: need, motive, goal, means (actions and operations), result. In intellectual activity, many scientists consider mental actions as the main apparatus for processing information, which ensures the acquisition of new things: analysis, synthesis, comparison, classification, cause-and-effect relationships and relationships. All these qualities in preschoolers are formed during the development of cognitive interests and needs.

Our activities in developing the cognitive activity of preschoolers are based on the theory of the gradual formation of mental actions and the step-by-step methodology for its development created in the course of our work.

The purpose of our work was to study the characteristics of cognitive activity through gaming activities, namely didactic games.

Tasks:

1. To study and analyze the problem of the development of cognitive activity in psychological and pedagogical literature.
2. Characterize the age characteristics of children in didactic games.
3. Consider the development of cognitive activity of preschool children in play activities.
4. To experimentally study the features of cognitive activity of preschool children and analyze the results obtained during the course.

While working on this topic, we relied on the advanced pedagogical experience of such scientists as: P.Ya. Galperin, A.I. Raev, N.F. Talyzina.

We have studied and tested in practice the methods of Glen Doman, Cecile Lupan, P. Tyulenev, N.A. Zaitsev, in which children are instilled in an accessible and entertaining form with elementary mathematical abilities, in particular the formation of spatial-temporal orientations and ideas, the idea color, shape and size, as well as learning to count and numbers.

Methodology O.L. Sobaleva, aimed at developing motivation to learn and non-stereotypical creative speech behavior in children.

Currently, working in an early age group, I am studying and implementing the “Artists in Diapers” method by M.V. Gmoshinskaya. This technique is based on children’s study of the color spectrum and, with the help of drawing, allows children to more easily “wean off their mother” and adapt to kindergarten.

To develop the ability to establish relationships between objects, their parts, functions, characteristics, properties and qualities in the younger and middle ages, we use the following exercises:

-examine an unfamiliar toy and talk about it;

- select all smooth and rough, large or small, round or flat pebbles for the flowerbed;

- select only wooden or paper items from the bag;

-find a crib on which the doll or teddy bear will sleep comfortably.

In older preschool age, the following exercises can be used to develop the same qualities:

“Guess what I was made of?”, “Who can use this thing?”, “Without what it would be impossible to exist...” (kettle, pencil, car, etc.)

To develop the actions of analysis and synthesis in younger preschoolers, you can use the following exercises and games:

- “New furniture” - new furniture was brought for the family of dolls. They need to help disassemble it, arrange it and determine its purpose.

— Fairy tale “Football”, “What is more comfortable to drink from?”, “What material is better to make a chair from.”

Senior preschool age - at this age it is very important that the child can conduct experiments, experiment, and model. To do this, you can use the following games: “Harvest”, “What is it made of”, “Toy Store”, “Recognize an object by a given characteristic”.

To develop comparison actions, you can use the following games: “What to put the bouquet in?”, “Each plant has its own care,” “Find similarities and differences,” “what will you dress the doll in today,” “What to talk about,” “Help Little Red Riding Hood ", "The mysterious platypus".

To develop the actions of establishing cause-and-effect relationships and relationships, you can use the following games: “Inflate the balloon”, “Close the window”, “What in the world does not happen?”, “Who will be who?” , “What happened, what will happen?”

This work is not limited by strict schedules or time. At the same time, preschoolers themselves determine the intensity and duration of the games they choose, freely plan their time, choosing subjects of study in accordance with their interests. As a consequence, the wide time frame of our system contributes to the development of the problem-search aspect in the learning process: to put forward hypotheses, make assumptions, conduct research, experiment and reflect. In order for bottom work to have a positive result, the teacher himself must easily and naturally navigate and operate with these concepts. Only by fulfilling these requirements can a positive result be achieved.

Municipal preschool educational autonomous institution

TsRR d/s No. 1

urban district of the city of Raichikhinsk, Amur region

Development of cognitive activity

preschoolers through educational games

Veremeenko Natalya Viktorovna

MAGAZINE Preschooler.RF

Fedorova Elena Valentinovna, teacher of the highest qualification category, GBDOU kindergarten No. 18, Kirov district, St. Petersburg

I have been working with children to develop their interest in educational games for many years.

Modern requirements for developmental education during preschool childhood and primary school require the creation of new forms of cognitive, educational and playful communication. Therefore, an urgent problem at present is to find optimal connections of continuity in the work of kindergarten and school. The development of mathematical abilities is important when preparing preschoolers for school. It is valuable not only what knowledge a child has by the time he enters school, but whether he is ready to acquire new knowledge, whether he can reason, fantasize, draw independent conclusions, and whether he has self-control and self-esteem. All these qualities are formed in preschoolers through cognitive activity. Activating the cognitive interest of my students through new forms of interaction with them has become my main professional task.

I consider one of the effective forms of cognitive play communication to be the use of play-based problem-practical situations when working with children, when the teacher creates play conditions, “obstacles” that encourage the child to apply his knowledge in practical activities, to invent non-standard different approaches, coordinating his opinion with game partners, listening to their arguments, objections - all this gives rise to a search method of logical actions. The widespread use of this method helps me identify the child’s individual abilities, determine the level of his knowledge, individual characteristics and outline effective ways to influence the child’s personality. By forming and developing his cognitive interest, voluntary thinking, will and ability to defend his solution path with logical arguments. My role in communication comes down to supporting that child whose path supposedly turned out to be a “dead end” , considering it not as a failure, but as one of the ways to get closer to the truth. The partnership style of communication helps me convince my students that without this search for logical refutations of many versions, partners cannot get closer to the only correct solution. Most often, leaders become active and erudite children who offer the largest number of options, calculate the ineffective path and abandon it.

Inactive children participate in this work to their advantage, are able to perform logical actions in an imaginary plan and are the first to encourage them to control the actions of their partners and, if necessary, correct them. Game motivation maintains children's interest throughout the entire process of solving a problem situation. The difficulties of using gaming problem-practical situations are that children are not sufficiently prepared for dialogue, for intellectual and cognitive communication with adults and peers. And the teacher should, I think, consistently and constantly, without visible guardianship or authoritative pressure, fulfilling a certain role in the game, direct the search activity of children.

The use of gaming problem-practical situations in the cognitive process should not be accidental. My children and I approach this process through a lot of work aimed at developing their persistent cognitive interests.

A child can realize his creative and cognitive activity, individual capabilities only in practical activities, therefore, the organization of a subject-spatial-developmental environment plays an important role in independent children’s activities. Children can freely use entertaining games of varying complexity, game materials and manuals such as: “Fold a pattern” , puzzles, labyrinths, games for composing a whole from parts, for recreating silhouette figures, Tangrams, counting sticks, dominoes, Motessori , route games, mosaics, Dyenesha blocks, Geokont, Voskobovich's magic square, etc.

I built all my work with children on the basis of children’s independent cognitive play activities. Including the following tasks:

• development of interest in solving cognitive, creative problems
• ability to perceive, display, compare, generalize, classify
• maintain interest in the creative process of learning
• ability to independently find solutions
• develop imaginative and logical thinking

To implement these tasks, I used a variety of games, tasks, and joke tasks when working with children. At the first stage of work, children mastered the simplest games of mathematical content. The kids really liked games with counting sticks. I started this work with simple tasks, then from lesson to lesson I complicated the options. These activities contributed to the development of imagination, spatial thinking, and ingenuity. Diversifying and complicating the game tasks, she offered the children puzzles, for example: making various figures from six sticks; two squares of seven sticks; Transform an object - make a star from a flower. To develop and maintain children’s interest in mathematical games, she created game situations, for example: Winnie the Pooh needs help, Pinocchio sent a letter, Dunno needs to be taught, Malvina came to visit. This enlivened the lessons, made them interesting and emotional. The children reasoned freely, proving the correctness of the decision. I tried to diversify the games, I came up with games and tasks. You can come up with a lot of games and tasks using Dyenesh blocks, on which children practiced identifying geometric shapes, consolidating knowledge of color, size, finding patterns, for example: “Continue the row” , “Funny beads” , Snail” , “Pick by shape” , which is higher, which is lower, “Do the same . Playing these games, I taught children to compare, reason, and follow the rules.

In the next group the tasks became more difficult. The knowledge and skills acquired by children earlier made it possible to complicate the algorithms in games, for example: “Collect beads” (by two criteria: color and shape), etc. She offered games for finding patterns, games for composing a whole from parts.

When working with older children, I used an increased interest in modeling, signs, and symbols. I made a selection of educational games, where logical tasks predominate, leading to knowledge of the patterns of algorithms, children’s understanding of the sequence of actions, creative activities, practical exercises based on all types of problems, offered in an interesting form to the children, trying to develop independent creativity and initiative. During the initial acquaintance with the games, children examined the elements, grouped them, making new shapes, silhouettes of objects, animals from two or three elements. She also suggested drawing up a silhouette based on a dissected model. Further development took place in independent activities. Games for the development of logical thinking were offered: “Tangram” , mosaics, “Columbus Egg” , “Pythagorean Puzzle” , “Denesh Blocks” , “Archimedes Game” , V.P. squares. Nikitina. In the games “Fold it the same way” , “What has changed?” , “Geokont” , Cuisiner’s sticks, “Guessing Game” - the children exercised their attention and memory. I prepared games for the children - tasks to develop spatial orientation and find patterns. Continuing the work on the Dyenesh blocks, the tasks for the children became more complicated compared to the average group in that the children needed to separate figures according to three or four characteristics (shape, color, size, thickness). Symbols are introduced. When finding solutions to games-tasks, children make their own conclusions and choose the right solution from a variety of options. Using the accumulated experience, the children independently came up with various options for games and situations, selected manuals, and independently built logical chains in games, being able to justify and prove them. Thus, the initiative in games gradually passed to the children. They stopped turning to me for help and enthusiastically searched for new solutions to problems. I was pleased with the increased initiative and creativity in the children’s activities. My children learned to perform actions in a certain sequence, identify the component parts, plan the nature of the actions, and monitor the correct decisions.

I did all this work in close contact with my parents. At one of the first meetings, I introduced them to the scope of work on the topic: “The use of game-based problem-practical situations in the development of children’s mathematical abilities . She conducted consultations where she told how to interest children in such games, and introduced parents to a selection of literature with entertaining tasks. Parents can use books and games for leisure at home if they wish. During consultations, I introduced them to new mathematical games. The results of the work made it possible to assert that the use of game-based problem-practical situations increased children’s understanding of the necessary knowledge when solving non-standard practical situations.

Children acquired cognitive and practical experience in implementing search activities; experience in developing search behavior algorithms. Children learned to assimilate cognitive information not in reserve, but for the purpose of regulating play and practical actions.

The development of heuristic thinking helps them not to be afraid of mistakes, to interact with partners, and most importantly, my students have developed a “taste” for the process of learning.

The result of my work with children was holding leisure evenings, KVN, evenings of entertainment with mathematical and educational content. In all these events, parents took an active part in preparing for them along with their children. Such collaboration in work bore fruit: it helped to consolidate children’s knowledge, maintain a strong interest in mathematical activities, and strengthened respect and goodwill between children, parents, and teachers.

This gives hope that children will successfully master the school curriculum and sets them up for further work on this topic.