"Development of cognitive abilities of preschool children." Experience of teacher Prudova N.V.

Following the Concept of modernization of Russian education, the main guidelines for the formation of value orientations of children and their development in the current socio-cultural conditions have been identified, which are that “A developing society needs modernly educated, spiritually moral, enterprising people who can independently make responsible decisions in a situation of choice, predicting their possible consequences; capable of cooperation, characterized by dynamism, constructiveness, with a developed sense of responsibility, physically and mentally healthy.”

Based on these requirements, the model of a preschool educational institution graduate is as follows: having a high level of cognitive development, possessing creative thinking, with high performance in all mental processes.

Cognitive activity is the child’s active activity in acquiring and using knowledge.

In the process of cognitive activity, the child’s cognitive development occurs, that is, the development of his cognitive sphere (cognitive processes): visual and logical thinking, voluntary attention, perception, memory, creative imagination.

Cognitive activity, being one of the types of activity, includes a goal, motive, methods, conditions, and result.

Cognitive activity is always based on a problem, so its goal is determined by solving the difficulties that have arisen.

The main task of a child’s cognitive development is the formation of the need and ability to think actively and overcome difficulties in solving various mental problems.

To carry out full-fledged education and upbringing of preschoolers, it is necessary to develop cognitive processes - intuition, abstraction, thinking, the ability to solve cognitive problems, and the accumulation of sensory experience. The development of a child’s mental abilities is the most important task of his comprehensive development. The main method of development of a preschooler is problem-based - search, and the main form of its organization is play. The form of work for children is more important than its content. Development of children's cognitive abilities"

A child by nature is a researcher; he is constantly involved in research. This is his natural state: communicate with people, studying their behavior, tearing paper and seeing what happened, watching fish in an aquarium, talking with a dog or cat, disassembling toys, studying their structure. Without these “frivolous” activities, the development of curiosity, which later turns into a cognitive need, is impossible. It is more interesting and easier for a child to explore the world in the position of a researcher than to obediently swallow portions of ready-made knowledge.

There is nothing more harmonious than a child playing. The power of this harmony is so great that adults watching a child’s play involuntarily smile, experiencing joy and delight. The role of adults in this process is to help organize children's research, make it useful and safe for the little researcher and his environment. The whole life of a preschool child is permeated with play; this is the only way he is ready to open himself to the world and the world for himself. Learning and play are absolutely compatible processes in preschool childhood. The game always teaches! And with skillful pedagogical leadership and thoughtful organization, it teaches perfectly! To carry out full-fledged education and upbringing of preschoolers, the development of cognitive processes is necessary.

When choosing educational games for your child, remember that the most important factor in the development of cognitive abilities of preschoolers is the example of adults. It's no secret that children learn something new by imitating their elders. Moreover, this applies to both positive aspects and negative examples. So wouldn't it be better if the child had more positive role models in front of his eyes?

For example, a child can learn the names of cutlery, but his parents must show him how to eat soup from a plate with a spoon. The same standards for the perception of form are geometric figures, for the perception of color - the spectral range of colors, etc.

Memory is a complex cognitive process through which a person can remember, retain and reproduce his past experiences. The development of cognitive abilities of preschoolers has the opposite property - exceptional photographic ability. Children can easily memorize any poem or fairy tale. If an adult, while retelling a fairy tale, deviates from the original text, the child will immediately correct him and remind him of the missing detail. But already at the age of 5–6 years, voluntary memory begins to form. Along with visual and figurative memory, verbal and logical memory arises and develops in the preschool period. The task of adults is to accelerate the development of these types of memory in children.

The development of memory in preschool children is facilitated by learning poetry, telling listened fairy tales, poems, and observing during walks. Poems are chosen with a plot character. An adult must ask questions of a child.

You should read and retell as many Russian folk tales as possible: “The Pockmarked Hen”, “Kolobok”, “Teremok”, “The Little Goats and the Wolf”, “Turnip”, “The Cockerel and the Bean Seed”, “Masha and the Bear”, “The Chanterelle” with a rolling pin”, “Zhikharka”, “Resin Barrel”, etc. You need to read the fairy tale more than once. When reading and learning poems by Russian writers about nature with your child, it is necessary to introduce the child to the seasons. The child must understand well that winter is always replaced by spring, spring by summer, summer by autumn, and autumn by winter. It is imperative to talk with your child about what happens in nature in winter (poems by Drozhzhin, Pushkin), spring (poems by Fet, Pleshcheev), summer and autumn (poems by Maykov). You can also memorize excerpts from K. Chukovsky’s poems “Telephone”, “Stolen Sun”, “Moidodyr”; A. Pushkin “There is a green oak near the Lukomorye”, S. Mikhalkov “What do you have?”, S. Marshak

“Fire”, “Baggage”, V. Mayakovsky “What is good and what is bad?” etc. Be sure to read and try to remember excerpts from K. Chukovsky’s works “Aibolit”, “Fedorino’s Mountain”, “Cockroach”, “Confusion”. For retelling, you can use the stories of E. Charushin. In the future, using elements of the structure of a fairy tale, you can try to compose your own fairy tale with your child

Attention is a form of organization of cognitive activity. The level of a child’s academic performance and the productivity of educational activities largely depend on the degree of formation of such a cognitive process as attention. Psychologists believe that the emergence and development of voluntary attention is preceded by the formation of regulated perception and active proficiency in speech. The better the speech of a preschool child, the higher the level of development of perception, the earlier voluntary attention is formed. In order for a preschooler to learn to voluntarily control his attention, he must be asked to think out loud more.

Since game motivation in cognitive activity is leading throughout preschool age, a game form of cognitive classes is carried out and the active use of game techniques during the lesson is carried out.

Organizational structure of a gaming cognitive lesson.

In the introductory part, a cognitive task is set for children or a cognitive-game problem situation is created that provokes the setting of a cognitive task.

The main part involves solving the problem.

In the final part, children analyze the results obtained, the course of cognitive activity, methods of implementation, focusing on the effectiveness of solving a cognitive-game situation.

Lego constructors provide great opportunities for a child’s cognitive activity.

“Dienesh Logic Blocks” are also an effective developmental tool.

H. Kusener's colored sticks are actively used in the educational process. From a mathematical point of view, sticks are a set on which relationships are easily discovered. You can use didactic games developed by Z. A. Mikhailova, L. V. Artyomova, L. A. Wenger, B. N. Nikitin.

To include a child in a problem-game situation in the classroom, you can actively use modeling.

To eliminate a problem, action is required to investigate everything that is associated with a given problem situation.

Working with children within the framework of joint cognitive activity excludes specially organized classes. The activity of children is caused by the teacher, who involves them in cognitive and play activities, demonstrating his own passion for it.

It is necessary to build joint cognitive activity so that the child, if desired, can continue it independently until he exhausts his interest.

As an object of knowledge, we can take examples from nature; as an emotional component - drawings, photographs, pictures, short figurative entertaining sketches addressed to the feelings of the child, folk riddles (poetic image, riddles invented by children according to certain rules (their own artistic image).

Each child is unique and will not be repeated. The teacher's task is to help the child discover

talents. Every child should go home victorious. Success is the most

the best teacher, as he gives the child confidence in his abilities and

to yourself. A child is born for success!

Preschoolers with developed intelligence remember material faster, adapt more easily to a new environment, and are better prepared for school.

Application

Games for developing perception.

Game “KNOW THE OBJECT”

The proposed game teaches how to compare objects with each other and is intended to develop perception in children aged 4-6 years. To play the game, you need to put various small objects in a linen bag: different buttons

quantities, thimble, reel, cube, ball, candy, pen, eraser, etc.

The child must identify by touch the objects that are inside.

To develop the perception of children 4-6 years old, the following tasks can be offered:

Game "DO THIS"

Build the same structure based on the model.

Game "FIND A TOY".

Several toys (up to 10) can be placed in the room so that they are not conspicuous. The presenter, who can be an adult or a child, having chosen a toy, begins to tell what it is like, what it can do, what color, what shape, what size. Participants in the game can ask questions, and then go in search of this toy. The one who finds the toy becomes the leader. The new presenter describes the properties of a different toy.

Game “SETTING UP THE CARPET”.

There were holes in the beautiful rug. There are several patches located near the mat, from which you need to choose only those that will help close the holes.

Game “FIND THE SAME OBJECT”

The child is offered pictures: a separately drawn standard lamp and several more drawings of lamps, among which the child must find the same one as the standard. The task is limited in time; only 30 seconds are given to study the pictures. After this, the child must give an answer.

Games to develop attention.

Game “REMEMBER THE PICTURES”.

Recommended for the development of visual memory. The child is offered 10 pictures, each of which depicts one object. The child must look at these pictures for 2 minutes. Then the pictures are removed, and the child is asked to name those pictures that he managed to remember. Game “WHAT TOY IS MISSING?”

Recommended for the development of children's visual memory.

Place 4-5 toys in front of the child for 1 minute, then ask the child to turn away and remove one toy. Question to the child: “What toy is missing?”

The game can be made more difficult:

a) increase the number of toys;

b) do not remove anything, but only change the toys.

Game “DRAW PATTERNS FROM MEMORY”

Aimed at developing visual memory. A pattern is drawn on a piece of paper. Ask your child to look at this pattern for 2 minutes. After this, remove the pattern and invite the child to reproduce it from memory.

Game “LET'S REMEMBER TOGETHER”

To organize your work with your child, you will need cards with geometric shapes. The display time for one card is 10 seconds. After showing one of the cards, you should ask

the child reproduce the figures in the sequence in which they were depicted on the card.

And also to develop auditory memory, you can play the game: “10 WORDS” 10 words are read to the child: table, viburnum, chalk, elephant, park, legs, hand, gate, window, tank. The child must reproduce at least 5-6 words.

Cognitive abilities of preschool children as a psychological and pedagogical problem

Characterizing the problems of psychological and pedagogical sciences of the 21st century, Academician D.I. Feldshtein says that not only the world in which a person lives has changed, but also the person himself [2]. Based on specific data obtained by scientists, the academician states that the degree of real changes in the historical situation has objectively determined the qualitative mental, psychophysiological, and personal changes of the modern child. “The modern child, while maintaining the essential foundations and effective mechanisms of consciousness and thinking, is strikingly different not only from the “Child” described by Comenius and Pestalozzi, Ushinsky and Pirogov, Zazzo and Piaget, Korczak and other great educators of the past, but is even qualitatively different from child of the 90s of the twentieth century. At the same time, the child has become no worse or better than his peer twenty years ago, he has simply become different” [1]. Characterizing the real changes in the modern child, D. I. Feldshtein speaks of profound changes in his perception, attention, memory, consciousness, thinking, the nature of his orientations and other characteristics. As a difference that comes to the fore, he names a sharp decline in the cognitive development of preschool children. At the same time, intellectual value orientations are moving to the forefront. Education, orientation towards a high level of achievement, as well as good health and presentable appearance become especially significant qualities for children and their parents [1].

From the above it follows that the acute problem of developing children’s cognitive abilities today is one of the most pressing in modern theory and practice of children’s pedagogy and psychology. Cognitive activity and cognitive abilities are a necessary condition for the formation of children’s mental qualities, their independence and initiative. The level of development of abilities to understand the surrounding world (the physical and the human world) determines the development of educational skills and social interaction skills, which will subsequently have a decisive influence on the process and result of the child’s socio-psychological adaptation to school.

At the present stage of development of pedagogy and psychology, cognitive abilities are understood as a combination of sensory and intellectual abilities of a child, based on the manifestation of cognitive activity and directly related to curiosity and knowledge of the world. The leading place in the structure of cognitive abilities is occupied by the ability to create images that reflect the properties of objects, their general structure, the relationship of basic features or parts and situations. Cognitive abilities ensure the success of any cognitive activity. Thus, cognitive abilities are an individual characteristic of a person, aimed at understanding the world around him, developing under the influence of many factors and conditions in activity.

The problem of studying the cognitive abilities of children has long attracted the attention of teachers and psychologists (Wenger L.A., Volkova S.I., Druzhinin V.M., Zaporozhets A.V., Leites N.L., Matyushkin A.N., Menchinskaya N. A., Poddyakov N. N., Skripchenko A. V., Teplov B. M., Usova A. P., Shadrikov V. D., Elkonin D. B., etc.). But only in recent years has the essence of “cognitive abilities” proper in the structure of general abilities begun to be determined, actively and specifically studied.

Age-related aspects of the development of cognitive activity and cognitive abilities were studied by such domestic specialists as Vygotsky L. S., Zaporozhets A. V., Elkonin D. B., Poddyakov N. N. and others. They argue that it is precisely in preschool age that the development of mental development, the pace of which subsequently gradually slows down. That is why children should make the most of their potential for developing cognitive abilities. In the studies of domestic scientists (A. V. Zaporozhets, A. I. Kulchitskaya, V. O. Molyako, I. V. Okhulkova, M. M. Poddyakov, N. I. Povyakel, T. V. Ulkina, etc.) More promising opportunities for the development of cognitive abilities in preschoolers, in comparison with primary school students, have also been identified.

But, despite the relevance of the issues under study, the problem of children’s cognitive abilities, their study and development, until recently, has not been sufficiently developed. Our analysis of scientific and scientific-methodological literature, as well as the experience of teachers of modern preschool educational institutions, allowed us to identify the following contradictions:

- between the increased requirements for the level of development of the cognitive abilities of the modern child and the insufficient development of early development technologies;

 between the availability of modern methodological developments in the field of developmental work with preschoolers and the insufficient use of this potential by experienced teachers.

All of the above became the basis for planning and carrying out our research on the problem of identifying and describing the features of the development of cognitive abilities of preschool children.

Purpose of the study: to identify and describe the features of the development of cognitive abilities of preschool children.

To achieve this goal, it is necessary to solve a number of problems:

1. Based on the analysis of scientific and scientific-methodological literature, reveal the main content of the concept of “cognitive abilities” and related concepts.
2. To characterize the dynamics of the development of cognitive abilities in childhood.
3. To identify the main pedagogical conditions that influence the development of cognitive abilities of preschool children in preschool educational institutions.
4. Formulate practical recommendations for parents and teachers.

The research was carried out in several stages:

1. Theoretical and methodological stage, including:

 study of theoretical sources and advanced pedagogical experience on the problem of developing the cognitive abilities of preschool children in the process of play activities;

 development of a scientific and conceptual apparatus of research and promotion of a working hypothesis;

 development of a plan for the experimental part of the study.

1. Practical stage, including:

 carrying out organizational procedures (forming a sample of subjects, complying with formal requirements for conducting research);

 implementation of empirical research;

 testing and discussion of current results at meetings of the pedagogical council of the preschool educational institution.

1. The final stage, including:

 generalization and analysis of research results, translation of the data obtained;

 development of practical recommendations for specialists in preschool institutions and parents.

The goal and hypothesis formulated at the beginning of the study had to be experimentally confirmed. To prove this, we developed a research program, which was implemented on the basis of MDOU No. 24 in Khabarovsk. The participants in the study were 28 senior group students. In addition, a preschool educational psychologist and 4 teachers were involved in the study.

The study was conducted in free time from classes, individually with each child. Among the study participants there were no children with severe psychophysical developmental disorders or special educational needs. Data from frequently ill children who did not undergo all research procedures were not taken into account when processing and interpreting the data.

In order to study the level of development of cognitive abilities of preschool children, we used a specially designed package, including four methods: “Composing a story from a picture” and “Sequential pictures” (R. R. Kalinina), “Composing a story (fairy tale)” (O. S. Ushakova), “Completing the drawing of figures” (O. M. Dyachenko). The methods allow us to determine the level of mental development (verbal and logical thinking), as well as the behavioral-effective component of cognitive abilities and cognitive activity.

Based on the results of the diagnostic procedures performed, all study participants can be conditionally divided into groups:

1. Children with a high level of development of cognitive abilities are characterized by: a high degree of independence of actions and evaluation of their results, flexibility, originality, stability of interest in the content of the task, satisfaction in connection with the completion of the task;
2. Children with average level cognitive abilities are characterized by: mixed orientation in perceptual actions, which varied depending on the complexity of the object, interest in attitude to the task, and the ability to objectively evaluate results.
3. Children with a moderate level of development of cognitive abilities are characterized by: lack of desire for clarity, memorization and manifestation of volitional efforts, moderate originality in solving verbal problems, complications in non-verbal tasks, and the ability to objectively evaluate results.
4. Children with a reduced level of development of cognitive abilities are characterized by: an indifferent attitude towards accepting the task and the result of the activity, showing interest in the formal side of the activity, an increased tendency to practical attempts, rejection of adult help, refusal of activity when interference appears.

The level groups identified in the course of our research exhibit a stable originality of the state of cognitive: interest, activity and abilities. We also note the fact that the data we obtained during the study does not contradict the information available to the preschool educational psychologist. Shortly before our work, a specialist conducted a field study of the cognitive sphere of preschool children using D. Wexler’s methodology. A comparison of the array of data she obtained allows us to identify the same differences in the level of mental development of preschoolers as our study.

Practical significance of the study: the data we obtained on the characteristics of the development of cognitive abilities of preschool children can be used by teachers of preschool educational institutions, parents and persons replacing them.

Further work can be continued in the following directions:

 identification of factors contributing to the early development of cognitive abilities of preschool children;

 substantiation of a set of pedagogical conditions for the development of cognitive abilities of preschool children in play activities.

Literature:

1. Feldshtein D.I. Profound changes in modern childhood and the resulting actualization of psychological and pedagogical problems in the development of education / D.I. Feldshtein // Bulletin of practical psychology of education. - 2011. - No. 4. - P. 3–12.
2. Feldshtein D. I. Psychological and pedagogical problems of building a new school in the conditions of significant changes in the child and the situation of his development / D. I. Feldshtein // Bulletin of practical psychology of education. -2010. — No. 2. — P. 12–18

Text of the book “Development of cognitive abilities of preschool children. For working with children 4-7 years old"

Evgeny Evgenievich Krasheninnikov, Olga Leonidovna Kholodova

Development of cognitive abilities of preschool children. For working with children 4-7 years old

Introduction

The main goal of this manual is the development of creative, productive, dialectical thinking of preschoolers. Dialectical thinking is one of the forms of thinking that allows you to see significant contradictions in the objects of knowledge and produce new ideas based on the structural transformation of this contradiction. Dialectical thinking is carried out through the use of dialectical mental actions, that is, it can be conscious and directed; it can be developed by solving dialectical mental problems and immersing in contradictory situations that are significant for the child. Dialectical thinking is a form of thinking that is organically inherent in childhood. But in the process of later life, when confronted with a formally organized culture, the ability to identify contradictions in the surrounding world and transform them decreases, as a result of which the desire for novelty and creativity disappears, and a person’s life becomes more conflicting, since he cannot identify productive elements in discrepant with his opinion positions. The development of dialectical thinking in a preschooler is necessary so that it can resist the average routine and routine of triviality into which mass culture and often traditional school pedagogy immerse a person.

The system of work proposed in the manual is based on a structural-dialectical approach in psychology, developed by a research team led by Doctor of Psychology, Professor N.E. Veraksa, who described dialectical structures. Their use allows one to discover, pose and solve dialectical thinking problems.

Dialectical transformation

means: for any objects, ideas, phenomena, situations, there are always opposite objects, ideas, phenomena, situations. This is a basic action of creative thinking, because without transformation you can only improve the old, not create the new. The truly new always denies the old, is always the opposite of it. If we say that the old can be left, but modified and improved, then we are doing something useful (creating a new model of a car or washing machine), but this will not yet be creativity. Let's pay attention to the difference between the two designers: the first, who says that for the rapid movement of transport it is necessary to strengthen what pulls the load (modify the harness so that more horses can fit in it without stepping on each other's hooves; make better fuel for motor; increase the number of propellers on the aircraft's wings; physically develop the rickshaw, etc.), and the second designer, who suggests not pulling the load, but pushing it from behind - and comes up with a jet engine, a rocket. The first one moves in an already given logic (drag a load and one’s own weight), while the second one refuses this logic and changes it to the opposite one. And it is the second that makes a qualitative breakthrough in science, technology, and life.

Another action of dialectical thinking is dialectical unification

: the structure of any developing object (that is, any object) consists of mutually negating opposites (there may be several such pairs; each characterizes the essential properties of the object). Any development (that is, the appearance of something new in an object) is born from an internal struggle. If there is no internal conflict (for example, there is only one need, or all needs are aimed at achieving one goal, or some need is much stronger than others and therefore in a difficult situation of choice always comes to the fore), then there is no need for more one need. But when the needs are equal, equally powerful and important for a person, then he cannot simply refuse to realize any of them. Or rather, maybe - and many do this - but with losses (a person wants to preserve his health and earn money; the more he works, the less health he has; but money is also needed - including for a healthy life; and a person chooses what - one thing, coming up with excuses for myself: then, when I get my million, I’ll renew my stem cells and look younger - but by then it’s often too late).

And then there is an urgent need for a dialectical mental action of mediation

, which is as follows: if there is any pair of opposites that deny each other, striving for mutual destruction, then there are still necessarily objects in which these opposites will be present simultaneously without destroying each other. If, in the struggle of equal essential needs, one destroys the other, then this leads to the loss of values ​​that are important to a person. Productive resolution of conflict consists in the simultaneous implementation of opposing, mutually denying needs, which, of course, is extremely difficult. Dialectical mediation presupposes the ability to find a solution in which both needs (real, truly important needs, and not just good wishes - “it would be nice if at least I always had something everywhere...”), mutually exclusive needs, will be realized in specific actions and as a result will be satisfied.

The effect of dialectical circulation

: when analyzing any process, we can assume that what was initially the end of the process, the result, can be considered as its beginning, and what was described as the initial state, as the cause, on the contrary, is the consequence and the state to which the process tends . This allows you to evaluate yourself in a completely new way in the situation and find a new point from which you can start moving towards a seemingly unattainable goal.

Dialectical identification

means: what we considered opposites can actually be considered as one and the same thing. Where there was an obvious irreconcilable struggle, absolute unity was revealed.

There are other dialectical mental actions presented in the structural-dialectical approach in psychology. If you learn to apply them purposefully and systematically, then creativity ceases to be a random act, while retaining all its wonder and magic, since the solution of fundamentally new problems does not become easy or unambiguous - but becomes possible and dependent on a consciously acting person.

During the work, the child is not offered any “knowledge of philosophy” or descriptions of philosophical concepts. The content of philosophy is not mental abstractions, but essential content, because philosophy is thinking about the most important questions of life that concern everyone, and without searching for answers to which it is difficult to remain human. The problem with studying philosophy at any age is that people forget about it. Considering the philosophical concept of the universe of Democritus and, for example, his idea that the atoms of fire are balls with hooks, or the views of Anaximander that the origin of everything is apeiron, those who study them often forget that these people were mentally healthy and were looking for answers to what - very deep and significant questions for their lives. The attitude towards philosophy sometimes develops either as unsubstantiated eccentricities of the ancients, or as something very, very smart, sophisticated, incomprehensible, and therefore has nothing to do with my life.

Therefore, it would be logical to organize work in this area as a discussion of problems that are important to everyone, but this is difficult, since children do not have the mental means for such a discussion. The questions asked by children, of course, are quite philosophical (“Who made the clouds?” or “Where do children come from?”), but if you start discussing them at a “children’s” level, then this will be a profanation of the most philosophical content.

Therefore, we focus on another necessary property of any philosophy - the obligatory presence of reflection. According to the great Russian philosopher A.F. Losev, studying philosophy means learning to think. But you can’t just think like that; You can only think about specific content. Such content are philosophical concepts that can be denoted in words of ordinary language, and not in specifically philosophical terms. The scheme for constructing work with children is that a number of tasks are created for children: concepts are taken that can only be solved by using specific dialectical mental actions, that is, the dialectical structure of philosophical concepts is prescribed and embodied in tasks that are interesting to the preschooler in terms of the plot. The concepts “Movement” and “Development” were chosen as such concepts.

As an example, consider the concept of “Beauty”. First of all, we highlight the basic contradiction in it, which creates its real complexity, diversity of understandings and embodiments (that is, we must apply the dialectical mental action of unification

). Suppose this is a pair of opposites: beautiful - ugly, although other opposites are possible. Further, in relation to these opposites, the dialectical mental actions known to us are applied.

Here are some possible examples of the application of dialectical mediation

, demonstrating that dialectical thinking is not the discovery of one single correct answer, but the search for different options, which at the same time are a solution to the problem: Venus de Milo (a sculpture that is the embodiment of ancient beauty, despite the broken off arms);
portrait of a freak by Raphael; cyclopean “Stalinist” architecture, an insect - a spider, etc. We also use other dialectical mental actions: transformation
(a bad painting by a bad artist of the 12th century, which now hangs in a museum);
treatment
(the artist improved the painting of another master of the past by tinting it; now the restorer scrapes it all off to improve);
identification
(the poetry of German expressionism, where the object of aesthetic admiration is dirt, squalor and ugliness);
closure
(“Black Square”, in which there is nothing but pure form, but people substitute infinite content there);
change of alternative
(we can perceive “original” as the other opposite of “beautiful”). The solution options can be any, since dialectical thinking will manifest itself and develop in the collectively distributed activity of children in the process of living a contradictory situation, which can be given in the form of a game, a task to draw a picture, solving a problem, writing an essay, etc. Based on For each answer option, a task is created taking into account the age of the children. For example, it is proposed to finish drawing, “improve” a picture drawn by a friend, and then give the original author the opportunity to agree or disagree with the revision and, if necessary, erase what was completed; in this case, of course, it turns out that something corrected can no longer be restored. Of course, when communicating with children, the words “dialectics”, “dialectical thinking”, “dialectical mental action of mediation” and the like are never mentioned.

Classes should not have strict time limits, either higher or lower - they last as long as new content continues to appear in children. Therefore, any lesson can last for two or three meetings or, on the contrary, be very short - but this usually happens if the teacher forgets that the point of the lesson is for children to “experience” a contradictory situation, in the clash of opposing versions and their justification, and not in developing a general correct answer. The main thing is the teacher’s understanding of the essence of dialectical thinking. The teacher improvises in relation to the content of the lesson, while remaining within the framework of the general scheme of operating with opposites; he can introduce his own version of the solution into the space of general discussion, and this becomes just another equivalent option, along with the children's ones. Since for children these activities are simply games, drawing, walks, etc., the teacher does not summarize the results (in the form of a conclusion related to the main task) - neither for individual classes, nor for each cycle as a whole.

The effectiveness of classes is determined not during their implementation and not by subsequent psychological diagnostics of dialectical thinking, but by detecting cases of children using dialectical mental actions in other activities (communication with parents, games with peers, etc.). Similarly, the search and recording of such situations in the life of the teacher himself indicates the success of the classes.

Contents of working with children

Theme "Movement"

1–2. Introduction to the problem situation

Goals

.
Formation of ideas about movement, its signs (distance from the reference point, observer; changing pictures outside the window of a moving bus, etc.); about the internal unity of movement and rest. Development of dialectical mental action - unification
.

Materials.

Doll, toy truck on a string.

Guidelines.

The main thing is to introduce children into a problematic and contradictory situation.
The teacher organizes a discussion, encourages the children to put forward their versions and justify them; draws attention to contradictions (a person on an escalator “moves” and “does not move”), encourages the search for more and more new evidence, developing in children the ability to operate with opposites, to use the dialectical mental action of unification
. Since the activity proposed by the teacher is unusual for children, the problematic issues listed below can be discussed over the course of two lessons.

Methodology.

The teacher asks the children: “Guys, were you on the subway? Have you seen escalators? Do you know what an escalator is?”

Briefly explains the purpose of the escalator, if any of the guys don’t know: “An escalator is a special mechanical staircase that moves up or down on its own.” If necessary, explains the difference between the words “escalator” and “excavator”.

Next, the teacher asks a problematic question:

– What do you think, is a person standing on an escalator in the subway moving or not?

Children put forward their versions. It’s good that they don’t just give a short answer (moves or doesn’t move), but justify it.

Most likely, opposite versions will be heard. It is worthwhile to dwell on each version in detail, first to discover its validity, and then to provide counterarguments.

So, if children say that a person is moving because “he’s going up,” you must first provide reasons for the movement. It is important to support the guys who point out signs of movement (for example, “he is moving because at first we saw him all over, and then he disappeared, went up,” etc.). Some guys may say that a person “moves on the stairs, but doesn’t move” or “moves a little and doesn’t move a little.” These versions should be supported and children should be asked to explain them.

Then the teacher gives counterarguments:

- So, that means the person moves himself. Does everyone think so? And Anya says that “his ladder is lucky,” but the man himself does not move.

One of the children may say, for example, that “a person stands calmly and does not move his arms and legs,” which means he “does not move” or “the mechanism operates, but the person himself does not move.”

The teacher differentiates the concepts, explains to the children that when a person moves his arms, legs, head, then parts of his body move, and when a person or object changes place, position in space, moves from place to place - this is the movement of the entire object (object) .

Then the teacher moves on to the second point of view, which one of their children will probably express - “the person does not move”, and tries to refute it. He introduces a reference point, and the children act as observers of the movement.

– How does a person end up on top if at the very beginning he was underground? Let's imagine that the boy Sasha stood on an escalator going up, and we remained below and looked at him. Sasha stands still, doesn’t move, and once he’s on top. Is it moving or not moving?

Opinions may differ. The teacher should, while supporting the significance of each version, provide critical remarks, for example:

– Katya says that the person is moving. Maybe the escalator is moving, and not the person standing on it?

– Lena said that the person on the escalator does not move, he stands calmly. And if a person runs along an escalator, then he is moving. But both end up at the top!

Perhaps one of the children will discover a combination of opposites in the situation - a person is moving and not moving. However, one should not expect exactly this formulation to appear: it is important that during the discussion, children consistently see the validity of each of the opposing versions.

When the situation has exhausted itself, the teacher can offer the children another problematic issue.

, similar in content, for example:

– What do you think, does a person sitting on a bus move or not move?

The course of discussion of the new issue is similar to the previous one.

The teacher encourages children to justify their answers; invites the guys who gave opposite answers to prove to each other the correctness of their version. If the child gives the option “does not move,” the teacher asks the other children if this is really the case. An adult uses arguments, criticizing each version, provoking discussion, for example:

– Sasha says that the person is moving. Or maybe he fell asleep, this happens, and doesn’t move at all. Maybe it's the bus that's moving, not the person sitting on it?

– And if a person does not move, then how does he end up at the next stop, far enough from home?

Children's opinions are divided. A child can change his point of view to the opposite and vice versa. It is important for the teacher that the children explain why they decided this way. As in the discussion of the previous question, some guys believe that “a person does not move,” for example, because he is sitting still. Others argue that “a person moves” because he has traveled far.

Next, the teacher introduces a reference point into the problem, and the children act as observers of the movement:

- Let's imagine the situation differently. You and I are sitting at the bus stop, waiting for our bus, and Sasha sat on the bus in a seat at the window and waves to us. The bus left. Is Sasha moving or not?

In case of possible difficulties for children in answering the questions posed, the teacher can visualize the situation:

- We will put the Masha doll in the truck. Look carefully, is it moving or not? (The teacher quickly rolls the truck from one end of the table to the other.) One! Well, how? Did Masha move or not?

The teacher encourages the expression of different versions. It is important that children understand that movement is visible to the observer in relation to a reference point; signs of movement may be changing pictures in the bus window, retreating figures of people at a bus stop, a bus hiding from view, etc.

Some guys will say that “the doll didn’t move” because she didn’t move her arms or legs and only looked out the window while the truck was carrying her. Other children will say that “the doll was moving” because the car was shaking and the toy was swaying. Perhaps someone will say that although we did not see that the doll made movements, it moved because it was on one end of the table and then ended up on the other edge. Some of the children may notice a change in the states of movement and rest and thereby determine that the Masha doll was moving: “it moves because it was driving and then stopped.”

During the discussion of the three tasks above, one of the guys may not understand the task and, instead of explanations, offer a detailed description of the situation: “the person does not move because he might fall,” “because the rules are written there - do not move” (subway safety rules) or perceive the person and the escalator as a single whole: “it moves because the metro has wheels”, “the motor is moving”, “he is sleeping and cannot get up”, “he was reading a newspaper, fell asleep out of boredom and passed his station.” Some children begin to describe the situation in detail, delve into the details of the functioning of transport, for example: “it (the escalator) can only move because it has wheels; there the aunt presses a button, the wheels move and he drives” or “the driver pressed the button, warned that the doors were closing, and they drove on and on, stopped at a stop, and then he walked on his own.” Such comments are valuable for broadening one’s horizons and understanding the operation of mechanisms, but they lead away from understanding the essence of movement and solving the dialectical problem. These guys need to be brought back into the context of the situation at hand.

At the end of the lesson, you should repeat the first problematic question

:

– So what do you think, is a person standing on an escalator in the subway moving or not?

Some children can say that a person “both moves and does not move” at the same time, using the dialectical mental action of association. If the children do not find a solution on their own, then the teacher, finishing, can unobtrusively summarize:

– Today we solved complex problems about movement. It turns out that even if movement is not visible, there may be movement. For example, a doll was in one place without moving, and then at one moment, it immediately moved, disappeared from its original place, which means there was movement.

Homework for parents.

Together with your child, play with cars at home, rolling different toys (bears, dolls, etc.), and discuss whether the toys move or not and why.

It is important to strengthen the child’s understanding of the reference point, which is necessary to determine the movement of an object.

Cognitive development

Definition 1
Cognitive development is a set of quantitative and qualitative changes that occur in cognitive mental processes during growing up under the influence of the environment and the child’s own experience.

Note 1

The core of cognitive development is the development of mental abilities.

Preschool age is the period of the beginning of diversified development and personality formation. At this point in the activity of analyzers, the development of ideas, imagination, memory and thinking, as well as speech causes the formation of the sensory stage of cognition of the world. There is an intensive formation of logical thinking, elements of abstract reasoning appear. Preschool children strive to imagine the world as they see it. Even fantasy can be regarded as reality.

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Note 2

Interest in understanding the real world is fundamentally important for child development.

The cognitive activity of a child in senior preschool age is characterized by optimal relationships to the activity being performed, intensive assimilation of various ways to positively achieve results, experience of creative activity, and a focus on its practical use in his daily life. The basis of a child’s cognitive activity is the contradiction between the formed knowledge, abilities, skills and acquired experience of achieving results through trial and error, as well as new cognitive tasks and situations that arose in the process of setting the goal of experimentation and achieving it. The source of cognitive activity is the process of overcoming the contradiction of learned experience and the need to transform and interpret it in one’s practical activities, which allows the child to show independence and creativity when completing a task. The process of development of non-standard forms of thinking in children is guided by teachers through the use of various methods and techniques to activate the child’s intellectual sphere.

Finished works on a similar topic

Course work Features of the cognitive development of children of senior preschool age 480 ₽ Abstract Features of the cognitive development of children of senior preschool age 250 ₽ Examination Features of the cognitive development of children of senior preschool age 250 ₽

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In older preschool age, cognitive development is a complex integrated phenomenon, including the development of cognitive processes, which are represented by different forms of the child’s orientation in the world around him, in himself and regulate his activities. It is known that older preschoolers already have the opportunity to carry out the child’s proactive transformative activity. This age period is necessary for the development of children’s cognitive needs, which are expressed by search and research activity aimed at discovering new knowledge. Often children not only ask questions, but also strive to find the answer using their little experience to explain the incomprehensible, and sometimes conduct experiments.

A characteristic feature of this age is cognitive interests, which are expressed by careful examination, independent search for information of interest and the desire to learn from an adult what, where and how he lives or grows. The older preschooler is interested in the phenomena of living and inanimate nature, the manifestation of initiative revealed through observation, the desire to learn and touch.

The result of cognitive activity, regardless of the form of cognition in which it was carried out, is knowledge. At this age, children are already capable of systematizing and grouping objects of living and inanimate nature, in accordance with external signs and signs of the habitat.

MAGAZINE Preschooler.RF

Teacher - psychologist N.A. Dolgopolova

Developing speech and sensations with clothespins

What are the benefits of games with clothespins:

• Fine motor skills develop perfectly
• Pressing on a clothespin is similar to pressing on a pen, and is a good practice before writing or just drawing (preschool age).
• All games with clothespins enrich the sensory experience, develop perseverance, attention and speech.

Games without preparations:

1. Attach several clothespins to the mother’s clothes and ask the child to remove them
2. Ask your child to attach clothespins to a napkin, paper, cardboard or fabric. We can say that these are flies/fish/sharks looking for a house.
3. Just squeeze and unclench, imagine as if the “crocodile” is talking
4. A somatognosis game: the child closes his eyes, and the mother uses a clothespin to “pinch” the skin on his arm, leg, back, finger, and without opening his eyes he must say where he was bitten by a dog or a duck (your choice). The child learns to navigate his own body, learns the parts of the body, develops sensitivity and tactile sensations!

Ideas for games with simple preparations:

How to develop auditory attention

Without auditory perception, it is impossible to learn to hear and understand speech, which is why it is so important to draw the child’s attention to the sounds he hears, and also try to speak clearly, beautifully and quietly himself. In addition to natural conditions, it is necessary to conduct simple but interesting activities with the child to develop auditory attention.

I give as an example games that can be played, including with non-speaking children.

• Noisy boxes. Option 1 “Quiet-louder” . Fill small boxes with cereals, coins, beads and determine what sounds quieter and what sounds louder. Ideally, arrange the boxes as the sound increases.
• Noisy boxes. Option 2 “Find a pair” . Make 2 copies of noisy boxes and ask the child to identify the pair for each by sound.
• Noisy boxes. Option 3. “Store” . Fill 3-5 boxes with various cereals. Introduce your child to what this or that “cereal” in a box. The seller (Mom) invites the buyer (baby) to identify by ear the flour, peas and any cereal that he wants to buy from the “store” .
• Where is it ringing? The baby stands blindfolded in the center of the room, while the mother rings a bell in some corner. The child must show with his hand where it rings.
• "Quiet, loud" . Mom rings the tambourine quietly - the child must walk slowly, if the mother rings loudly, the baby must jump or run quickly. The conditions are negotiated by the mother in accordance with “skills” .
• Musical instruments. Definition by ear. In front of the child are several musical instruments (for example, rattle, xylophone, tambourine, pipe). Mom introduces the sound of each instrument. Then he asks the child to turn away and guess by ear what instrument it sounds. Or point to the tool when it turns.

By the way, children's musical instruments are included in the basic set of toys for preschoolers (starting from infancy). It is recommended to start with bells and other soft-sounding instruments, at six months - a drum and various noisemakers (maracas), by one year, offer a xylophone, drum, pipe (an excellent instrument for the development of breathing and articulation apparatus), after a year the child will be interested in playing the children's guitar. violin, plucking the strings also has a good effect on the development of fine motor skills. And a children's piano (now there are many options, including flexible ones) is also suitable for joint lessons with mom, where you can sing scales and memorize notes. By the age of 1.5-2 years, you can offer a harmonica; it also perfectly develops breathing and lung function. I indicate the age approximately, it all depends on the individual abilities of the child.

With the help of these games, your child will quickly learn colors. According to most experts, by the age of two, a child should be able to distinguish at least 4-5 primary colors. Colors can be memorized in everyday life, from books, there are many games for children from one to 2.5-4 years old, which are based on the study of colors. The most accessible and at the same time very fun way is to use toys, household items and natural materials to learn colors:

• Mom is involved in the process, since initially she prepares the game herself
• the child sees that the same object is useful for different games (for example, colored molds or ortho mats)
• the child learns to analyze and compare objects in real space

- These are great games for communication between mother and baby.

Color Sorting Game Ideas

• Sorting toys by color. Instead of pallets and at the same time color samples, ortho-mats are used. We give toys gradually, the child may get confused and completely forget about the task.

Sorting with ortho mats

• Sorting small items by color (lids, buttons, mosaic pieces, painted pasta). As a pallet (basket), you can use colored plates, colored paper or cardboard, or play-doh. The mother also gives out 2-3 items, or the child himself takes out the items one at a time from the bag.

Sorting with colored paper

Sorting with colored play dough

Sorting by color with baskets/plates/moulds

Sorting - colored boxes

• We use an egg carton instead of a sorting tray. We draw the desired pattern (to begin with, you can simply decorate it in 2-3 colors) and place the colored pompoms in the box. A rainbow as a template is also great for playing with pom poms. Until two years old, the child grabs pompoms with his fingers, after two years we try to offer tweezers.
• Lotto in the form of flowers. We draw flowers of different colors without a core. We cut out either circles from colored cardboard, or use colored covers for the core of the flower.

And, of course, a great way to learn colors is sculpting and drawing (including with finger paints). If you regularly draw and sculpt, and the mother names the colors, the child will very soon remember them.