Cognitive development of children of primary preschool age
Tatiana Bykova
Cognitive development of children of primary preschool age
Slide No. 1
Slide No. 2
We represent the educational field “ Cognitive development of children of primary preschool age ”. And the topic of my report is “Formation of cognitive actions , formation of consciousness (idea of rhythm, tempo, movement, features of nature, domestic traditions and holidays).”
Slide No. 3
I would like to begin our presentation with the words of Lev Semenovich Vygotsky.
“The 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 an independent activity of the child.”
(L. S. Vygotsky)
Slide No. 4
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.
Slide No. 5
Cognitive development is a continuous process.
Every second a person receives some new information, compares it with what is already known, analyzes and remembers it.
Each age has its own capabilities, as well as individual needs for learning about the world . Everything that a baby gets acquainted with at this stage of life plays an important role for him in the future. And the new information received is transformed into knowledge and, therefore, into experience.
Slide No. 6
Each child is a unique and inimitable phenomenon. The baby is a natural explorer of the world around him. The world opens up to the child through the experience of his personal feelings, actions, and experiences. The development of cognitive interests of preschool children is one of the pressing problems of pedagogy, designed to educate a person capable of self-development and self-improvement.
The basis of a three-year-old child’s worldview is the objective content of reality, his world—separate, concrete, real objects, objects, and phenomena. A child learns the world according to the principle : what I see, what I act with, that is what I know . He looks at objects, as if from different sides, and he is interested in their external “What?”
,
"Who?"
,
"Which?"
, and internal characteristics
“For what?”
,
"How?"
. But a three-year-old child cannot independently comprehend the hidden characteristics of objects.
Slide No. 7
This document treats cognitive development as an educational area, the essence of which is revealed as follows:
— 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 (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 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.
Slide No. 8, 9
Imagination is the ability of consciousness to create images, ideas, and manipulate them. Only that which has had a strong emotional impression on the child and has become especially interesting to him is reproduced in the imagination. The child's imagination takes shape in play and gradually moves into other activities of the preschooler . It is most clearly manifested in drawing, writing fairy tales, and poetry. Imagination has a recreating character and it arises involuntarily, in the form of images of impressions received: listening to stories, fairy tales, poems, watching films. A three- to four-year-old child cannot yet retain the previously perceived images, but a child can easily be led into a fantasy world where fairy-tale characters are present. The emergence and development of imagination is closely related to the formation of other cognitive processes , primarily thinking.
Slide No. 10
Thinking is the highest cognitive process of a generalized and indirect reflection of reality.
Thinking is used by children to master the world around them, which goes beyond the scope of the tasks put forward by their own practical activities. Preschoolers resort to experiments to clarify questions that interest them, observe phenomena, reason about them and draw conclusions.
Visual-effective, and especially visual-figurative thinking is closely related to speech. The child’s verbal statements contribute to the child’s awareness of the progress and result of this action, and help the search for ways to solve problems.
Figurative thinking is the main type of thinking of a preschooler . In its simplest forms, it appears already in early childhood, revealing itself in the solution of a narrow range of practical problems related to the child’s objective activity, using the simplest tools.
The prerequisites for the development of logical thinking, the assimilation of actions with words, numbers as signs, noticing real objects and situations, are laid at the end of early childhood, when the child’s sign function of consciousness begins to form.
At 3-4 years old, a child, albeit imperfectly, tries to analyze what he sees around him in a visually effective way. But some children are already beginning to show the ability to solve representational problems. Children can compare objects by color and shape, and identify differences in other ways. They can generalize objects by color (it’s all red, by shape (it’s all round), size (it’s all small)
.
Slide No. 11
Perception is the process of reflecting integral objects and phenomena in the human mind with their direct impact on the senses.
Perception is the leading cognitive process of preschool age . In early preschool age, perception is of an objective nature, i.e. the properties of the object (color, taste, size)
are not separated by the child from the object itself, but merge into a single whole with it.
At the same time, the child does not see all the properties, but only the most striking ones, for example: grass is green, lemon is sour and yellow. From manipulating an object, children move on to becoming familiar with it on the basis of visual perception, while “the hand teaches the eye” (the movement of the hand on the object determines the movement of the eyes)
. The child, being involved in different types of activities (communication, play, design, drawing, etc., learns to more subtly distinguish between individual signs and properties of objects.
Slide No. 12
Attention is a process by which the selection of necessary information and the rejection of unnecessary information occurs.
The attention of children 3-4 years old is involuntary. The child is focused until interest wanes. Concentration on bright, emotional events. The appearance of a new object causes a shift of attention to it. Younger preschoolers can play the same game for 30-50 minutes.
Slide No. 13
Memory is a complex mental process, defined as the imprinting, preservation, recognition and reproduction by an individual of his experience.
The memory of a younger preschooler is involuntary . The child does not set a goal to remember something and does not make any effort to remember. Interesting, emotional, colorful events and images are imprinted in his memory. The third and fourth years of life become the years of the first childhood memories.
The child effortlessly remembers many different words and phrases, poems and fairy tales. Material is remembered depending on the activity in which it is included. In preschool age, special attention should be paid to several types of activities in which develops - verbal communication, perception of literary works and role-playing games.
Slide No. 14
Educational field " Cognitive development "
is implemented in 4 directions; they are in front of you on the slide.
— Development of cognitive and research activities.
— Formation of elementary mathematical concepts.
— Acquaintance with the natural world.
— Introducing to sociocultural values.
Slide No. 15
The recommended types of activities that ensure the cognitive development of children in the 2nd junior group can be highlighted, they are in front of you on the slide:
— Primary ideas about objects of the surrounding world;
— Didactic games;
— Sensory development
Let's look at each of these areas in a little more detail.
Slide number 16
Primary ideas about objects of the surrounding world:
• To develop the ability to focus attention on objects and phenomena of the subject-spatial development environment ;
• establish the simplest connections between objects and phenomena, make the simplest generalizations.
• Learn to determine color, size, shape, weight (light, heavy)
objects;
their location in relation to the child (far, close, high)
.
• Introduce materials (wood, paper, fabric, clay, their properties (strength, hardness, softness)
.
• Encourage research interest, carry out simple observations.
• Teach how to examine objects, including simple experiments (sinking - not sinking, tearing - not tearing)
.
• Learn to group and classify familiar objects (shoes - clothes; tea, table, kitchen utensils)
.
Slide number 17
Didactic games:
• Select objects by color and size (large, medium and small; 2–3 colors,
• assemble a pyramid of rings decreasing in size, alternating 2–3 colors in a certain sequence;
• assemble a picture from 4–6 parts.
• In joint didactic games, teach children to follow gradually more complex rules.
Slide number 18
Sensory development :
• Create conditions for children to become familiar with color , shape, size, tangible properties of objects (warm, cold, hard, soft, fluffy, etc.)
;
• develop the ability to perceive the sound of various musical instruments and native speech.
• Strengthen the ability to highlight color, shape, size as special properties of objects;
•group homogeneous objects according to several sensory characteristics: size, shape, color.
•Improve the skills of establishing the identity and difference of objects according to their properties: size, shape, color.
• Tell children the names of shapes (round, triangular, rectangular and square)
.
Slide number 19
“The world enters the human consciousness only through the door of the external senses. If it is closed, then he cannot enter it, cannot enter into communication with it. The world then does not exist for consciousness.” (B. Preyer)
Slide No. 20
Development of sensory culture
- Distinguishing the colors of the spectrum - red, orange, yellow, green, blue, purple, black, white, mastering 2-4 words denoting color.
- Recognition, tactile-motor examination and naming of some shapes (circle, square, oval, rectangle, triangle, star, cross)
.
- Use (with adult support)
the simplest methods of examination using different analyzers: examining, stroking, feeling with the palm, fingers along the contour, rolling, throwing, etc. Mastering words denoting the characteristics of objects and examination actions.
— Comparison (with the help of an adult)
two objects according to 1-2 characteristics, highlighting similarities and differences.
— Mastery of the action of combining into pairs objects with pronounced signs of similarity, mastery of grouping according to a given object pattern and by word (by color, shape, size, material)
.
Slide No. 21
Formation of primary ideas about oneself and other people
— Showing interest in the activities of children and adults . Distinguishing children and adults in life and in pictures by age , gender, appearance, clothing. Mastering the ability to find common and different in the appearance of adults and children of different ages . Mastering words denoting various actions of adults.
— Mastering the ability to recognize your kindergarten, group, your teachers, and their assistants. Understanding where toys, books, dishes are stored in kindergarten, and what can be used.
— Mastering the child’s ideas about himself, first name, last name, gender, age , favorite toys, activities. Mastering ideas about the composition of your family, favorite activities of loved ones. Development of skills to recognize the house , apartment in which the child lives, kindergarten group.
Slide number 22
“Whoever studies mathematics from childhood develops attention , trains his brain, his will, and cultivates perseverance and perseverance in achieving goals.”
(A. Markushevich)
Slide No. 23
First steps into mathematics. We explore and experiment.
— Mastering the ability to use pre-standards ( “like a brick”
,
“like a roof”
, standards of shapes: ball, cube, circle, square, rectangle, triangle.
- Showing interest in games and materials with which you can practically act: apply, combine, lay out in order to obtain any image, change what is received.
— Mastering simple connections and relationships: more (less)
in size, the same, more
(less)
in quantity, the same, the same and different in color and size, closer (further, earlier
(later)
. Mastering the ability to navigate in a small space: in front (behind, above (bottom, right
( left)
.
— Mastering the ability to perceive and generalize a group of objects by properties (all large; all square and large, equalize groups of objects (the same number, increase and decrease groups of objects (3-5 objects))
.
Mastering overlay techniques and applications. Showing interest in counting small groups of objects (3-5 objects)
.
— Mastering words denoting the properties and relationships of objects.
Slide No. 24
“Know how to open one thing to the child in the world around him, but open it in such a way that a piece of life sparkles in front of the children with all the colors of the rainbow, always leave something unsaid so that the child wants to return again and again to what he learned.” . (V.N. Sukhomlinsky)
Slide number 25
A child discovers the natural world
— Mastering ideas about objects and phenomena of inanimate nature (sun, sky, rain, etc., about wild and domestic animals, the features of their way of life. An elementary understanding that animals are alive.
— Distinguishing plants in the immediate natural environment based on single bright features (color, size)
their names.
The ability to identify parts of a plant (leaf, flower)
.
— Knowledge of the basic needs of plants and animals: food, moisture, warmth. Understanding that a person cares for animals and plants, shows emotions and feelings. Commenting on the discovered signs of living plants and people in animals (a sparrow flies, jumps, pecks grains, I run, jump, eat porridge)
.
— Accumulation of impressions about striking seasonal changes in nature (in autumn it becomes colder, it rains often, leaves turn yellow and fall; insects disappear, etc.).
— Mastering the simplest ways of experimenting with water and sand.
It should be remembered that the process of cognition of a small person differs from the process of cognition of an adult . Adults understand the world with their minds , and small children with their emotions. For adults, information is primary, but for children it’s the other way around : attitude is primary, information is secondary. When starting to plan the cognitive development of children , we must remember the age characteristics of children .
Children of the second youngest group begin to establish the first connections and dependencies (the relationship between the external and internal characteristics of an object, they understand the role and significance of objects in a person’s life. We organize the very first observations with children 3-4 years old of sensory objects and surrounding toys. At the same time, we use various techniques to hold children's on this or that phenomenon.We draw the child's attention to a bright flower, a flying butterfly, a beautiful leaf, fluffy snow flakes.
As you know, children are very interested in objects and phenomena of the surrounding world. They always look at shape, color, size, watch their movement, and listen to their sound. Knowing that children’s attention is unstable, at first they attract 2-3 children . At the same time, we unobtrusively offer our students a variety of activities. Game activities in the form of travel games, problem situations, didactic games, experiments, as well as game tasks allow the child to engage in active activities and open up the opportunity for him to enter into direct contact with objects, then show initiative and creativity. Their childish curiosity helps us generate a spark for new searches, projects, discoveries and becomes an incentive for an interested study of the objective world.
Observation of the same object is repeated periodically. This makes it possible to consolidate the image of the object, clarify its details and arouse interest in it. To develop cognitive interest in children, we provide it in a variety of forms: in classes, excursions and in everyday life (in work, observations, games on the site and in a corner of nature)
.
For the development of cognitive actions in children, it is possible in the presence of a developmental environment . Children are very receptive to their surroundings and therefore the entire group environment is of great developmental importance . The surrounding objects actively influence children . In the process of interacting with objects of the surrounding world, children learn about the purpose of things, compare toys with each other, pay attention to their shape, size, color, material, proportions. When a child himself acts with objects, he understands the world around him , therefore, when working with preschool , one should focus on practical and playful methods of teaching and upbringing: games, experiments, projects, experiments.
With the help of a developmental environment, you can change the activity of children and influence their emotional state. Therefore, we must strive to ensure that each item in the group is an organic part of the developmental space and stimulates the activity of children (toys, including multifunctional ones, pencils, paper... are located in places accessible to children ). The group must create conditions that allow each child to independently change the surrounding space in accordance with their own needs.
Slide No. 26
Constant, continuous work contributes to the cognitive development of every child . Children become more liberated and independent, purposeful and self-confident, and sociable.
development is an incredible journey that begins even before birth! And this is a difficult path that goes through mountains of educational information, social and emotional development of the child .
Progress of the experiment:
1. Invite your child to crumple up one sheet of paper.
2. Then have him stand on a chair and throw both a crumpled and straight piece of paper from the same height.
3. Which leaf landed first?
Conclusion: the crumpled leaf fell to the floor earlier, since the straight leaf falls, smoothly spinning. It is supported by air.
"Air is everywhere"
Goal: Determine whether air actually penetrates everywhere and is everywhere.
Material: plastic bottle, balloon.
