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

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

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

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

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

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

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

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

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

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

The State Standard of Education uses three terms:: «

cognitive interests
” , “
cognitive actions
”
and
“
cognitive development
” .
• Cognitive interests are the child’s desire to learn new things ,

to find out what is unclear about the qualities, properties of objects, phenomena of reality, and the desire to delve into their essence, to find connections and relationships between them.

• Cognitive actions are the activities of children, with the help of which they strive to acquire new knowledge, skills and abilities. At the same time, internal determination develops and a constant need is formed to use different methods of action to accumulate and expand knowledge and horizons.

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

• Cognitive development is a set of quantitative and qualitative changes that occur in cognitive mental processes due to age, under the influence of the environment and the child’s own experience. The core of cognitive development is the development of mental abilities. And abilities, in turn, are considered as conditions for successful mastery and performance of activities.

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

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

.

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

.

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

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

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

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

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

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

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

Implementation of gaming technologies

is based on the following provisions:

• the game stimulates children's cognitive activity

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

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

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

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

This applies to

1. TRIZ technology

-theory
of solving inventive problems
.

2. Games-activities with Dienesh blocks, Cuisiner sticks

3. Pedagogical technology of educational games

B. P. Nikitina.

4.Pedagogical technology of intensive development

intellectual abilities V.V. Voskobovich.

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

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

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

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

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

Slide 14

Pedagogical technology of educational games B

. P. Nikitina

The game activity program consists of a set of educational games

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

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

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

Pedagogical technology of intensive development

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

On the slide is the game “Math Tablet”

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

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

The next technology is interactive learning technology

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

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

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

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

-develop children’s speech activity;

-develop communication skills;

- interaction of preschoolers;

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

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

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

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

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

The use of computer technology helps:

- attract passive children to active activities;

— make OOD more visual and intensive;

- activate cognitive interest;

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

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

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

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

Research technology

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

Methods and techniques for organizing experimental research

activities:

- heuristic conversations;

— raising and solving problematic issues;

— observations;

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

- experiments;

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

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

- imitation of voices and sounds of nature;

- use of artistic words;

— didactic games, game-based educational and creative development

situations;

- work assignments, actions.

Contents of educational and research activities

1. Experiments (experimentation)

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

1. Collecting (classification work)

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

1. Travel on the map

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

1. Journey along the “river of time”

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

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

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

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

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

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

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

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

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

Structure and content of the program

The program is presented in the following sections: 1. Age characteristics of children. 2. Organization of life. Protection and promotion of health of preschool children. 3. Physical development. 4. Play activities. 5. Social and personal development. 6. Cognitive activity: • Development of speech and preparation for learning to read and write. • Familiarization with the surrounding world and environmental education • Introduction to mathematics. • Visual activities. 7. Education and development of personal qualities. Each section of the program maintains the general tendency of continuity in the development and upbringing of children, continuity of education, ensuring the child’s successful advancement at each of the successive age stages of his development. The success of the development and upbringing of a preschooler depends on how physically prepared the child is for it. “Physical Development” is important in the program

Health is considered in the program not only as a physical state and well-being, but much more broadly - both from the point of view of awareness of one’s physicality as a way of contact with the world and as a person’s emotional, social, mental and psychological well-being.

7 pages, 3497 words

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The purpose of physical education classes is to familiarize the child with the basics of a healthy lifestyle, to master a hygienic culture and a culture of movement. The physical development of a preschooler primarily involves the formation of interest in active motor activity and the need for physical self-improvement, enjoying games, movements, and exercises. In the "Game activity"

describes a variety of games (creative, didactic, active, etc.) that ensure the full development of a preschooler.
In play activities, the child actively cooperates with adults and peers, thus enriching his own life experience. Intelligently organized communication plays an important role. The teacher encourages the child to dialogue, directs his efforts to create an atmosphere of trust and mutual understanding; promotes self-expression of the emotional and sensory sphere of preschool children. When a child goes to school, play retains its value as a way of appropriating social experience, communicating with peers, and developing arbitrary behavior. It is no coincidence that the game as a teaching method is given preference in the section “Educational and cognitive activity”
.
Social and personal development
involves the development of a preschooler’s natural curiosity, including interest in himself, in the perception of himself by peers and adults, support in finding his place in the system of social relations and the world around him, and mastering basic social skills, including labor skills.
This section is considered as psychological and pedagogical support for the process of a child’s entry into the world of knowledge and social relations. The section “Cognitive activity”
consists of a number of areas, each of which, while maintaining its independent role in the content of education, is inextricably linked with all the others, consistently implementing the previously identified lines of development of preschoolers.

The teacher instills in children basic learning skills: listen to an adult’s explanations, complete a task without interfering with each other, and show activity and interest in the proposed activity. The teacher supports the children’s efforts to complete the task efficiently with praise and positive evaluation; encourages children's statements and judgments, promotes the development of positive self-esteem in children. The implementation of the principle of continuity, which we declared as the main distinctive feature of the program, is manifested in the fact that in addition to subject content, all programs that provide cognitive activity for preschoolers are focused on the development of not only subject-specific, but also general academic skills. Further development of this group of skills is carried out in primary school through all academic subjects.

2 pages, 741 words

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