Diagnosis of cognitive processes in preschool children. Presentation on the topic "diagnostics of the development of cognitive processes in preschool children"

METHODS FOR DIAGNOSIS OF COGNITIVE PROCESSES OF PRESCHOOL CHILDREN

Before presenting specific methods of psychodiagnostics of cognitive processes: perception, attention, imagination, memory, thinking and speech in preschool children, let us consider the concept of a “standardized set of psychodiagnostic methods”, which has already been encountered and will be repeatedly mentioned in the text.

A standardized set of psychodiagnostic techniques for children of a certain age is understood as a minimum set of techniques included in it, necessary and sufficient to comprehensively, in all essential qualities and properties, assess the psychology of children of a given age, determine the level of psychological development of the child as a whole and in individual areas. qualities and properties. The word “standardization” included in the name of the complex means the possibility of obtaining, using all these methods, indicators that are identical in nature and comparable, which make it possible to determine the level of development of individual cognitive processes in a given child, to compare the degree of development of different cognitive processes in him and monitor the child's development from year to year. In addition, standardization involves the use of a single rating scale for all methods.

Most of the methods described in this section (this applies not only to the diagnosis of preschoolers, but also children of any age, as well as adults) allow one to obtain indicators of psychological development, expressed on a standardized, ten-point scale. At the same time, indicators ranging from 8 to 10 points, in most cases, indicate that the child has pronounced abilities or inclinations for their development. Indicators ranging from 0 to 3 points indicate that the child has a serious lag in psychological development from most other children. Indicators that fall within the range of 4-7 points indicate that the child’s level of development of the corresponding psychological quality is within normal limits, i.e. differs little from most other children his age.

Where it was difficult to establish a standard assessment system (this mainly concerns methods that involve a detailed qualitative description of the psychological property being studied), other, non-standard assessment methods have been proposed. These cases are specifically discussed and argued accordingly in the text.

For each of the methods presented in the complex, after its detailed description, preceded by brief instructions, a method for assessing the results obtained, a procedure and conditions for drawing conclusions about the level of development of the child based on the data obtained are given. The text of the entire standardized set of methods ends with the presentation of an Individual Card of the Child’s Psychological Development, which includes all the indicators obtained using private psychodiagnostic methods during a comprehensive examination of the child. Over the course of several years, you can enter data into this card regarding repeated and subsequent psychodiagnostic examinations of the same child, and thus monitor how the child develops psychologically from year to year or from month to month.

Indicators – scores and characteristics based on them of the level of psychological development of the child, used in the described methods, as absolute, i.e. directly reflecting the achieved level of development relate to children aged five-six years. If the child is so old, then based on the indicators he receives, one can directly draw a conclusion about the level of his psychological development. The same indicators apply to children of younger age, but in this case they can only be relative, that is, considered in comparison with the level of development of children aged five to six years.

Let us explain this with an example. Let’s assume that a five- to six-year-old child, as a result of his psychodiagnostics using a perception assessment method called “What’s missing in these pictures?” received 10 points. His level of psychological development should accordingly be assessed as very high. If, using this method, the same child receives 2-3 points, then it follows that his level of psychological development is low. However, if, using the same method, a child of three or four years of age receives 2-3 points, then it will no longer be possible to simply say about him that his level of development is low. He will be this way only in relation to children of five or six years of age, but in relation to his peers he may turn out to be average. The same can be said for high scores. 6-7 points for a child of five or six years of age can indeed mean an average score, but the same points received by a child of three or four years of age may indicate a high level of psychological development of this child in relation to the bulk of his peers. Therefore, whenever children other than five or six years of age are subjected to psychodiagnostics, the verbal conclusion regarding their level of development should contain the phrase: “...compared to children of five or six years of age.” For example: “In terms of memory development, this child is in the average range compared to children of five or six years of age.” There is no need to make such a reservation only if the appropriate age standards are established when using this technique. Then, instead of the words “in relation to children aged five or six,” it is necessary to say: “compared to the norm.”

The relative form of assessment at the first stages of using psychodiagnostic techniques is not only inevitable, but also very useful, as it allows one to compare indicators of the level of psychological development of children of different ages.

In the proposed complex of psychodiagnostic methods, in addition, for many psychological properties there is not one, but several methods that evaluate these properties from different angles. This was done not only to obtain reliable results, but also because of the versatility of the diagnosed psychological phenomena themselves. Each of the proposed methods evaluates the corresponding property from a specific perspective, and as a result, we have the opportunity to obtain a comprehensive, comprehensive assessment of all the psychological characteristics of the child. The corresponding properties, the methods proposed for them and the resulting indicators are presented in the Map of the individual psychological development of the child (see Table 4).

METHODS FOR DIAGNOSIS OF PERCEPTION

The methods described below make it possible to assess the child’s perception from various angles, identifying, simultaneously with the characteristics of the perceptual processes themselves, the child’s ability to form images, make conclusions related to them, and present these conclusions in verbal form. The last two characteristics were introduced into the psychodiagnostics of children's perception because the main trend in the development of perception is precisely its gradual intellectualization.

Methodology “What is missing from these pictures?”

The essence of this technique is that the child is offered a series of drawings presented in Figure 1. Each of the pictures in this series is missing some essential detail. The child is tasked with identifying and naming the missing detail as quickly as possible.

The person conducting the psychodiagnostics uses a stopwatch to record the time spent by the child on completing the entire task. The work time is assessed in points, which then serve as the basis for a conclusion about the level of development of the child’s perception.

Evaluation of results

Conclusions about the level of development

10 points – very high.

8-9 points – high

4-7 points – average

2-3 points – low

0-1 point – very low.

Fig. 1. A series of pictures for the “What is missing in these pictures” technique

Method “Find out who it is”

Before applying this technique, the child is explained that he will be shown parts, fragments of a certain drawing, from which it will be necessary to determine the whole to which these parts belong, that is, to reconstruct the whole drawing from a part or fragment

A psychodiagnostic examination using this technique is carried out as follows: The child is shown Figure 2, in which all fragments are covered with a piece of paper, with the exception of fragment “a”. The child is asked to use this fragment to say to which general drawing the depicted detail belongs. 10 seconds are allotted for solving this problem. If for This time the child was unable to correctly answer the question posed, then for the same time - 10 seconds - he is shown the next, slightly more complete picture “b”, and so on until the child finally guesses what is shown on this drawing

The total time spent by the child on solving the problem and the number of fragments of the drawing that he had to look through before making the final decision are taken into account.

Evaluation of results

Conclusions about the level of development 10 points – very high

8-9 points – high.

4-7 points – average.

2-3 points – low.

0-1 point – very low

Fig. 2 Pictures for the “Find out who it is” technique.

Methodology “What objects are hidden in the drawings?”

The child is explained that he will be shown several contour drawings in which many objects known to him are, as it were, “hidden”. Next, the child is presented with rice. 4 and are asked to consistently name the outlines of all objects “hidden” in its three parts: 1, 2 and 3.

The task completion time is limited to one minute. If during this time the child was unable to completely complete the task, then he is interrupted. If the child completed the task in less than 1 minute, then the time spent on completing the task is recorded.

Note. If the person conducting the psychodiagnostics sees that the child begins to rush and prematurely, without finding all the objects, moves from one drawing to another, then he must stop the child and ask him to look in the previous drawing. You can move on to the next drawing only when all the objects have been found. available in the previous figure. The total number of all objects “hidden” in Figure 3 is 14

Fig 3 Pictures for the method “What objects are hidden in the pictures”

Conclusions about the level of development

10 points – very high.

8-9 points – high

4-7 points – average.

2-3 points – low.

0-1 point – very low.

Methodology “How to patch a rug?”

The purpose of this technique is to determine to what extent the child is able, by storing images of what he has seen in short-term and operative memory, to practically use them, solving visual problems. This technique uses the pictures presented in Fig. 4. Before showing it, the child is told that this drawing shows two rugs, as well as pieces of material that can be used to patch the holes in the rugs so that the patterns of the rug and the patch do not differ. In order to solve the problem, from several pieces of material presented in the lower part of the picture, you need to select the one that most closely matches the design of the rug.

Fig. 4 Pictures for the method “How to patch a rug?” Evaluation of results

Conclusions about the level of development

10 points – very high.

8-9 points – high.

4-7 points – average.

2-3 points – low.

0-1 point – very low.

METHODS OF DIAGNOSTICS OF ATTENTION

The following set of techniques is intended for studying the attention of children, assessing such qualities of attention as productivity, stability, switchability and volume. Each of these characteristics can be considered separately and at the same time as a partial assessment of attention as a whole. To diagnose the listed characteristics of attention, various methodological techniques are proposed. At the end of the examination of the child using all four methods presented here related to attention, it is possible to derive a general, integral assessment of the level of development of the preschooler’s attention. All individual assessments of attention, as in the previous case, are entered into the Individual Card of the child’s psychological development.

Method 5. “Find and cross out”

The task contained in this technique is intended to determine the productivity and stability of attention. The child is shown rice. 5. It shows images of simple figures in random order: a mushroom, a house, a bucket, a ball, a flower, a flag. Before starting the study, the child receives the following instructions:

Fig. 5 Matrix with figures for the task “Find and cross out” for children from three to four years old

Fig. 7 Matrix with figures for the task “Find and cross out” for children aged four to five years

“Now you and I will play this game: I will show you a picture in which many different objects that are familiar to you are drawn. When I say the word “begin,” along the lines of this drawing you will begin to look for and cross out the objects that I name. It is necessary to search and cross out the named objects until I say the word “stop”. At this time, you must stop and show me the image of the object that you saw last. After that, I will mark on your drawing the place where you stopped, and again I will say the word “begin”. After that you will continue to do the same thing, i.e. look for and cross out given objects from the picture. This will happen several times until I say the word “end”. This completes the task."

In this technique, the child works for 2.5 minutes, during which he is told the words “stop” and “start” five times in a row (every 30 seconds).

In this technique, the experimenter gives the child the task of looking for and crossing out any two different objects in different ways, for example, crossing out an asterisk with a vertical line, and a house with a horizontal line. The experimenter himself marks in the child’s drawing those places where the corresponding commands are given.

Processing and evaluation of results

When processing and evaluating the results, the number of objects in the picture viewed by the child within 2.5 minutes is determined, i.e. for the entire duration of the task, as well as separately for each 30-second interval. The data obtained is entered into a formula that determines the general indicator of the child’s level of development of two properties of attention simultaneously: productivity and stability:

where S is an indicator of productivity and stability of attention of the examined child;

N is the number of images of objects in Fig. 5 (6) viewed by the child during work;

t – operating time;

n – number of errors made during work. Errors are considered to be missing necessary images or crossing out unnecessary images.

As a result of the quantitative processing of psychodiagnostic data, six indicators are determined using the above formula, one for the entire time of working on the technique (2.5 minutes), and the rest for each 30-second interval. Accordingly, the t variable in the method will take values ​​of 150 and 30.

Based on all indicators S obtained during the task, a graph of the following type is constructed (Fig. 8), based on the analysis of which one can judge the dynamics of changes over time in the productivity and stability of the child’s attention. When constructing a graph, productivity and sustainability indicators are converted (each separately) into points on a ten-point system as follows:

Sustainability of attention, in turn, is scored as follows:

Rice. 7 Variants of graphs showing the dynamics of productivity and stability of attention using the “Find and Cross Out” method

The graph shows various productivity zones and typical curves that can be obtained as a result of psychodiagnostics of a child’s attention using this method. These curves are interpreted as follows

1 Curve shown using a line like –.–.–. This is a chart of very highly productive and sustained attention.

2 Curve represented by a line like This is a graph of low-productive but sustained attention

3 A curve represented by a line of the type – – – – –. Represents a graph of average productive and average sustained attention

4 The curve depicted with the line –––– Is a graph of average unproductive but unstable attention

5 Curve represented by the line – – – – –. Represents a graph of moderately productive and extremely unstable attention

Conclusions about the level of development

“Put icons” technique

The test task in this technique is intended to assess the switching and distribution of the child’s attention. Before starting the task, the child is shown a picture. 8 and explain how to work with it. This work consists of putting in each of the squares, triangles, circles and diamonds the sign that is given at the top of the sample, i.e., respectively, a tick, a line, a plus or a dot.

The child works continuously, performing this task for two minutes, and the overall indicator of switching and distribution of his attention is determined by the formula:

where S is an indicator of switching and distribution of attention;

N – the number of geometric shapes viewed and marked with appropriate signs within two minutes;

n – the number of errors made during the task. Errors are considered to be incorrectly placed or missing signs, i.e. geometric shapes not marked with appropriate signs.

Conclusions about the level of development

10 points – very high.

8-9 points – high.

6-7 points – average.

4-5 points – low.

0-3 points – very low.

“Remember and dot the dots” technique

Using this technique, the child’s attention span is assessed. For this purpose, the stimulus material shown in Fig. 9 The sheet with dots is pre-cut into 8 small squares, which are then folded into a stack so that at the top there is a square with two dots, and at the bottom - a square with nine dots (all the rest go from top to bottom in order with a successively increasing number of dots on them) .

Before the experiment begins, the child receives the following instructions:

“Now we’ll play a game of attention with you. I will show you cards one by one with dots on them, and then you yourself will draw these dots in the empty cells in the places where you saw these dots on the cards.”

Next, the child is shown sequentially, for 1-2 seconds, each of eight cards with dots from top to bottom in a stack in turn, and after each next card he is asked to reproduce the dots he saw in an empty card (Fig. 10) in 15 seconds. This time is given to the child so that he can remember where the dots he saw were located and mark them on a blank card.

Evaluation of results

The child’s attention span is considered to be the maximum number of dots that the child was able to correctly reproduce on any of the cards (the one from the cards on which the largest number of dots was accurately reproduced is selected). The results of the experiment are scored as follows:

Conclusions about the level of development

10 points – very high.

8-9 points – high.

6-7 points - average.

4-5 points – low.

0-3 points – very low.

Fig. 9 Stimulus material for the task “Remember and dot the dots”

Fig. 10 Matrices for the task “Remember and dot the dots”

The activity of a child’s cognitive development is different for everyone, some are brilliant theorists, while others find it easy in practice. This is due to individual characteristics of the development of cognitive processes, acquired knowledge and skills. Moreover, each age is characterized by its own degree of intensity and severity, integrity and direction of cognitive content.

Game diagnostics of children 3-4 years old “Who does what”

General requirements

For children 2-3 years old, the objects of cognition are surrounding objects, sounds, and actions. Thanks to manipulation with them, incipient play activities, observations of people, animals, and natural phenomena, cognitive information is accumulated and assimilated.

Preschoolers aged 4 years are attracted not only by objects and actions, but also by their signs and properties (color, shape, size). And this contributes to their ability to conduct a comparative analysis by any category, combine objects into groups according to one characteristic, etc.

By the age of 5, preschoolers use speech as their main means of cognition. Children of this age easily perceive information, remember it well and can apply it in practice.

In a child of senior preschool age, the characteristics of cognitive development are the emerging skills of analyzing, drawing conclusions, generalizing, and classifying.

Based on these age characteristics of children, diagnostics are carried out. Games and tasks must be selected for younger children; older preschoolers need to be set up for work.

Evaluation criteria are being developed, they can be as follows:

1. Low level - the child does not understand or does not complete tasks even with the help of an adult.
2. Intermediate level - the child understands well what is required, completes tasks correctly and answers questions with a little help from an adult. Tries to independently explain his choice.
3. High level - the child enjoys it, correctly completes the proposed tasks independently, and answers questions competently. Makes a simple analysis of his actions and explains his answer.

You need to talk to your child in a calm, trusting tone, praise him for successes, and encourage him if something doesn’t work out. The diagnostic results will show the level of cognitive development of children, and the adult will see which issues cause difficulties and require additional attention.

Diagnostic examination of children 2-3 years old

Since visual-figurative thinking predominates in children of this age, all tasks are supported by illustrative material.

Knowledge of objects in the immediate environment

"What do you mean where?". In front of the child are objects (4-5 pieces each), united by one lexical topic “Toys”, “Dishes”, “Furniture”, “Clothes”, “Shoes”. An adult points to each of them and asks: “What is this?”, or to find one from a number of objects, for example, “Show me a cup”, you can ask: “What is the fabric or glass skirt made of?”

"Errands." Prepare a large and small hare, a nesting doll, a car, red and green cups, large and small cubes. Ask your child to list objects, determine their color and size, and complete tasks of this type:

• treat the big hare with tea from a green cup. What else can you drink from?
• Place the machine on a large cube. Where should the cars be put away after playing? Etc.

Knowledge of family members

The child looks at the story picture “My Family” and answers the questions:

• who is shown in the picture? Who do you live with?
• what does mom do? What's your mother's name? I what does your mom do at home?
• what is grandma doing? Etc.

At the end of the conversation, it is advisable to ask: “Do we need to take care of each other? How?"

« Living and non-living." Before your child illustrates various objects, you need to divide the pictures into two groups: “living” and “non-living”. For example, an airplane and a bird; fish and boat, etc.;

“Who has whom?” In front of the child are figures of wild and domestic animals. An adult asks “What animals are in front of you? Where do the bear and fox live? Horse and dog? Then he asks them to find and name their baby and place it next to the adult animal.
“Where is whose house?” For the game, it is advisable to make models or a collage of a yard with outbuildings and a forest. An adult shows the child pictures of wild and domestic animals and asks him to find their home: put wild animals next to the model of the forest, and domestic animals next to the yard. Then the child says who he placed where.

“Who moves how?” Figures of animals, birds, insects are selected in advance for the child, the adult names one of them, and the child finds it and says how it moves (a grasshopper jumps, a fish swims).

By analogy, tasks are carried out to identify other knowledge and skills, namely about:

• herbs and trees (3-4 species);
• poultry;
• wild birds (2-3 species);
• vegetables and fruits (5-6 types);
• some properties of sand and water;
• labor actions of adults and children;

Diagnostic examination of children 3-4 years old

For diagnostics you will need games similar to games for children 2-3 years old.

Knowledge of the immediate environment

"The fourth is odd." Knowledge on lexical topics “Toys”, “Furniture”, “Shoes”, “Clothing”, “Utensils”, “Transport” is consolidated. The presenter lays out 4 subject pictures, the child needs to choose the extra one and explain the choice, for example, table, chair, cup, sofa.

“Every thing has its place.” Prepare small pictures (clothes, shoes, dishes, toys) and large ones depicting a wardrobe, shoe rack, drawer, buffet. The adult lays out large pictures in front of the child, and showing small ones one by one, asks: “Where is the place for a cup, boots, cubes, etc.”

Ability to establish simple connections between objects and phenomena

“What is made by man, what by nature?” You need to prepare envelopes, one depicts a person, the other the sun; subject pictures depicting natural objects and natural phenomena (bush, river, rain, clouds); objects made by people (pants, cup, chair, car). The presenter asks the child to put in an envelope with a picture of the sun, pictures with natural objects, and the person – those made by people and explain why.

“When does this happen?” An adult gives the child pictures depicting different actions that a person performs (sleeping, having lunch, getting ready for bed, brushing his teeth, doing exercises, having dinner) and asking questions: “What do we do at night? In the morning? During the day? In the evening?". The preschooler must show the corresponding picture.

Knowledge about objects and natural phenomena

"Wonderful bag." The presenter puts vegetables and fruits (apple, orange, banana, cucumber, garlic) into the bag in advance. The child must select one object at a time and determine by touch what he has found.

Game “Wonderful bag” - guess the fruit by touch

“Find out by description.” Cards with images of wild and domestic animals are laid out in a chaotic order on the table. The adult lists the characteristic features of one of them, the child must find out who is being talked about. For example, it lives with a person, grazes in a meadow, moos, and gives milk and meat.

Diagnostics can be presented in a table.

Diagnostic examination of children 4-5 years old

For this age, games are also offered to reinforce lexical topics with some complexity.

Knowledge about objects in the immediate environment

"Types of transport". Pictures with types of transport are selected for the child. In one option, he needs to divide it into special, passenger, cargo; in the other - water, land, air.

“Which is what?” On the table there are objects made of different materials: a plastic ball, wooden and glass glasses, plastic and wooden cubes, a wooden spoon, a glass ball, a plastic spoon. An adult asks the child to divide objects into groups made of glass, plastic, wood, and talk about the quality of the materials (hard or soft, fragile or durable, what else can be made from these materials).

"Traffic School". For this age, it is necessary to play games to familiarize yourself with the rules of the road. . It is useful to make a model of the street, which is suitable for this game; the portly signs are located separately “Pedestrian crossing”, “Underground passage”, “Overground passage”. First the adult talks:

• What do you call people walking down the street?
• Where should pedestrians walk?
• Where can you cross the street? Place the missing signs.
• What do the traffic light colors mean?

"Causes of the fire." The child is offered plot pictures (the tree is decorated with burning candles, the boy has matches in his hands, the children are feeding in the depths, a fire is lit next to the dry leaves, etc.). You need to choose situations that could cause a fire and explain your answer.

"Who needs what." Illustrations of people of different professions and toy tools have been prepared for children. The adult asks to place the tools next to the required pictures.

“What is the secret?” Lay out 4-5 pieces of clothing in advance for preschoolers. An adult describes a thing, but does not name it; you need to guess what it is about. For example, “This thing is long, red, warm, has a belt, white square buttons, and a collar. What is this?"

Knowledge about objects and natural phenomena

"Children from the branch." Prepare cards in advance with images of spruce, pine, birch, oak, rowan and their fruits; it will be more useful for children if they are real - cones, acorns, rowan catkins, rowan berries. The presenter asks if all the trees are familiar and asks to match their “children” to each tree.

"What's good and what's bad." The game will be more interesting if several children take part. You need to prepare a round playing field with an arrow in the middle, divided into sectors, each with an image of negative and positive human behavior (feeding birds, loosening the soil, a cut tree, a plucked flower, etc. Children take turns turning the arrow and explaining the behavior that appears.

“Who eats what?” Cards with images of animals and food products have been prepared for preschoolers. The presenter shows a card with a picture of food, and the child shows a card with the corresponding animal (banana - monkey, nuts - squirrel, cabbage - goat, etc.).

The results of cognitive development diagnostics can also be entered into a table.

Diagnostic examination of children 6-7 years old

To identify the level of cognitive development of preschoolers of this age, tasks can be carried out in the form of a conversation, since children already have some knowledge that allows them not to rely on illustrations.

Knowledge about national culture

Older preschoolers have an initial acquaintance with the history and culture of Russia. To develop cognitive interest, broaden their horizons, and cultivate patriotic feelings, children of this age must be taken to museums, exhibitions, and educational entertainment must be prepared.

"Dress the doll." It would be better to play the game for two children, then it will have not only an educational, but also a competitive nature. Prepare paper dolls (a boy and a girl), images of modern clothing and national costume (sundress, kokoshnik, scarf, apron, shirt, sash, caftan, bast shoes). Children need to dress dolls in national costumes; the one who does it quickly and correctly wins.

"Russian customs". Subject pictures depicting holidays that have long been celebrated in Rus' (Christmas (Kolyada and Christmastide), Maslenitsa, Easter, etc.). The adult asks the child to name the holidays depicted, remember the national holidays and talk about them, based on the questions:

• When is Christmas celebrated?
• What holiday are pancakes baked for?
• When are eggs painted?
• Why do they burn an effigy?

Knowledge about objects and natural phenomena

"Food Chain". A game for developing the ability to establish cause-and-effect relationships. Prepare subject pictures on the basis of which the child will create a food chain (for example: fox, mouse, grain; algae, polar bear, fish; apple, bird, caterpillar, etc.).

"Who lives where?". The presenter suggests looking at pictures of animals, birds, and insects. Frames of different colors are prepared in advance. The child needs to place the inhabitants of the air in a white frame; in blue - aquatic inhabitants, in green - inhabitants of land.

“What grows where?” Layouts or collages of a forest, meadow, garden, vegetable garden, field. Subject pictures depicting trees and shrubs, garden, field, meadow flowers, mushrooms, vegetables and fruits, berries. The child needs to name the plants, place them in their places of growth and explain his choice.

“Run to the tree!” The game is played outdoors, preferably in a park or forest. The leader gives the command: “One, two, three to the birch - run!”, and the child carries it out.

"Inanimate nature". In front of the child are three vessels with sand, clay, water; empty vessels, funnel, paints.
The adult asks to name the contents of the vessels and talks about the following questions:

• What is sand made of?
• Where do people use sand?
• Is it possible to sculpt from dry sand? Why? What needs to be done to be able to blind?
• Which is better for water permeability, sand or clay? Prove it.
• Name the properties of water.
• Can living things survive without water?

The first cognitive questions are “Why? For what?” are typical for children aged 3-4 years. This is a very important stage for the development of preschoolers, which means that they are ready to learn and learn new information. Parents need to make efforts to make this time last as long as possible. Gradually, the child’s desire to ask questions decreases and may disappear altogether if he does not have support from adults.

Summing up the results of a diagnostic examination of the cognitive development of preschool children, adults should understand that this is not the final result, but a step for the further development of the child’s personality.

The results showed that during the control experiment, children showed more emotional involvement and initiative. In the experimental group, the number of questions increased significantly. About half of the children asked between 2 and 4 questions. Thus, being formed in the process of productive cognitive activity, cognitive activity also revealed itself in the figurative plane, requiring imagination and some separation from the immediate situation. The resulting changes in cognitive development also manifested themselves in everyday relationships. The teachers noted that the children became more interested in group activities, became more collected, and “matured.” In general, the study showed that a set of activities fills the cognitive activity of a preschooler with personal meaning and makes it possible to maintain interest in this activity. The experiment conducted allows us to conclude that cognitive activity has its own zone of proximal development and is formed under the influence of the teacher during a set of activities.

Thus, using various activities, it is possible to purposefully develop cognitive activity in preschool children. The results of diagnostics of cognitive development in children at the control stage of the study are presented in Table 2.

Table 2 - Results of diagnostics of cognitive development

The average indicator of the average level of cognitive development was 50%.

The average indicator of a high level of cognitive development was 50%

These tables indicate significant positive changes in the levels of cognitive development in the experimental group.

Thus, the evaluation of the results indicates that the developed set of measures for the cognitive development of older preschoolers is effective.

Cognitive development was mainly manifested in cognitive activity, which is associated with the child’s purposeful actions. Formed in the process of activity, cognitive development at the same time affects the quality of this activity. In our interaction with children during a set of activities, we took into account that cognitive activity includes not only the process of targeted learning led by a teacher, but also the child’s independent, often spontaneous acquisition of certain knowledge.

The child’s activity in the process of organized activities in the classroom, as a rule, is programmed by the teacher, but in our practice we used the well-known postulate: the child happily learns and explores what is of interest to him, i.e. the attitude towards the information that the child receives is primary, and the information itself is secondary. Using psychological and pedagogical approaches to the problem of optimizing the cognitive activity of preschool children. We have developed a set of activities aimed at developing the child’s ability to accept from an adult and independently set a cognitive task, draw up an action plan, select means and methods for solving it using the most reliable techniques, perform certain actions and operations, obtain results and understand the need to check them. Thus, it turns out that cognitive activity is a volitional, purposeful action, and the process of cognitive development is determined not by external activity, not by the child’s degree of employment, but mainly by the level of internal activity, which we realized in the process of experimental research.

Based on the knowledge of modern theories about cognitive activity, the teacher’s task is to form the correct cognitive activity of an older preschooler. It is necessary to develop the child’s motivation to achieve success, and the desire to avoid failures must be reduced. The child must grow up to be a self-confident person, capable of developing his moral and personal achievements. Training should be carried out using knowledge of the basic theories of human cognitive development, using practical advice from these theories. A young child needs competent care from teachers. The work done allows us to draw the following conclusions.

The cognitive development of older preschoolers is not yet sufficiently developed; only some children have a high level of cognitive development. The remaining children need systematic work in this direction.

The learning process during classes should be joyful and positive for children; they should clearly know why they are studying, what prospects and successes they have. All this will help them develop cognitive activity.

The task of teachers is not to miss the moment, because the age of 5-7 years is the most suitable for this. Children are already quite conscious, and at the same time adults are an authority and standard for them.

The cognitive development of older preschoolers is more clearly manifested in activities that require an effective way of cognition, compared to an imaginative one.

Joint activities with an adult and a peer during a lesson have different effects on cognitive development. The influence of a peer affects the emotionality and initiative of the child, and the influence of the adult on the purposefulness of cognitive activity and emotional involvement in it.

The joint cognitive activity of a preschooler both with an adult and with a peer in the classroom contributes to the development of cognitive activity and fills the child’s cognitive activity with new personal meaning.

CONCLUSION

The study and analysis of scientific and methodological literature related to the topic of our research made it possible to determine the range of issues that require resolution and to specify the tasks.

Analyzing the theoretical sources of the problem of developing the cognitive interest of older preschoolers, we came to the conclusion that the problem of the cognitive development of children of this age is extremely important for the preschool education system. The need to competently navigate the growing volume of knowledge places new demands on the education of the younger generation. The tasks of developing the ability for active cognitive activity and cognitive interest are brought to the fore.

Cognitive development is a set of qualitative and quantitative changes that occur in mental processes due to age and under the influence of the environment, as well as specially organized educational and training influences and the child’s own experience. The cognitive development of preschool children depends on a complex of social and biological factors, among which mental education and training play a guiding, enriching and systematizing role.

Personal development is carried out as the child’s appropriation of the centuries-old experience of humanity, imprinted in material culture, spiritual values, presented in knowledge, skills, abilities, ways of knowing, etc., during which the child gains self-awareness. The main function of the mental education of preschool children is the formation of cognitive activity, i.e. an activity during which a child learns to understand the world around him. Mental education is the systematic, purposeful influence of adults on the mental development of children with the aim of imparting the knowledge necessary for all-round development, for adaptation to the surrounding life, the formation on this basis of cognitive processes, and the ability to apply acquired knowledge in activities.

At the stage of preschool childhood, an initial feeling of the surrounding world develops: the child receives emotional impressions of the world that surrounds him, accumulates ideas about different forms of life. Thus, already during this period the fundamental principles of cognitive thinking and consciousness are formed. But only under one condition - if the adults raising the child themselves have a culture of cognitive thinking: they understand the problems common to all people and worry about them, show the little person the wonderful world around them, and help establish relationships with him.

Working with children involves cooperation, co-creation between teacher and child and excludes the authoritarian model of teaching. Classes are structured taking into account the child’s visually effective and visually figurative perception of the world around him and are aimed at developing cognitive knowledge about the world around him, which not only provides clear and precise knowledge, but also opens up expanding horizons of knowledge for him.

When working with preschoolers on cognitive development, an integrated approach should be used, which involves the interconnection of research activities, music, visual arts, physical education, games, theatrical activities, literature, modeling, watching television, excursions, as well as organizing children’s independent activities.

Diagnostics of the cognitive development of older preschoolers showed that the level of formation of cognitive development has increased in relation to the world around them.

This allowed us to conclude that the developed set of measures for the cognitive development of children of senior preschool age to familiarize themselves with the world around them in preschool educational institutions and in everyday life is quite effective.

Literature

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Annex 1.

A long-term plan for the cognitive development of children of senior preschool age in the process of using a set of activities to familiarize themselves with the outside world.

Appendix 2.

1 block of lessons: experimenting with sand.

Goal: to introduce children to the properties of sand, to develop the ability to concentrate; systematically and consistently examine objects, the ability to notice subtle components; develop children's observation, ability to compare, analyze, generalize, establish cause-and-effect relationships and draw conclusions. Introduce safety rules when conducting experiments. Experiment 1. “Sand cone” Take a handful of sand and release it in a stream so that it falls in one place. Gradually, a cone forms at the site of the fall, growing in height and occupying an increasingly larger area at the base. If you pour sand for a long time, drifts and sand movements appear on the surface of the cone, now in one place, then in another, similar to a current. Children conclude: the sand is free-flowing and can move (Remember with the children about the desert, that it is there that sand can move, look like waves of the sea). Experiment 2. “Properties of wet sand” Wet sand cannot be poured out of the palm of your hand, but it can take any desired shape until it dries. Let's find out with the children why figures can be made from wet sand: when the sand gets wet, the air between the faces of each grain of sand disappears, the wet faces stick together and hold each other. If you add cement to wet sand, then when it dries, the sand will not lose its shape and will become hard like stone. This is how sand works to build houses. Experiment 3. "Where is the water?" Invite children to find out the properties of sand and clay by testing them by touch (loose, dry). Children pour the cups at the same time with the same amount of water (the oxen pour just enough to completely sink into the sand). Find out what happened in containers with sand and clay (All the water went into the sand, but stands on the surface of the clay); why (clay particles are closer to each other and do not allow water to pass through); where there are more puddles after rain (on asphalt, on clay soil, because they do not let water in; on the ground, in the sandbox there are no puddles); Why are paths in the garden sprinkled with sand (to absorb water.

Lesson block 2: experimenting with air.

Target. Develop children's cognitive activity and initiative; develop the ability to establish cause-and-effect relationships based on a basic experiment and draw conclusions; clarify children’s concepts that air is not “invisible”, but a real gas; expand children's understanding of the importance of air in human life, improve children's experience in observing safety rules when conducting experiments. Experiment 1. “Search for air” Invite children to prove with the help of objects that there is air around us. Children choose any objects, show the experiment on their own, explain the processes taking place based on the result of their actions (for example: blowing into a tube, the end of which is lowered into water; inflating a balloon, etc.). Experiment 2. “Live Snake” Light a candle and quietly blow on it, ask the children why the flame is deflected (the air flow is affected). Offer to examine the snake (a circle cut in a spiral and hung on a thread), its spiral design and demonstrate to the children the rotation of the snake above the candle (the air above the candle is warmer, above it the snake rotates, but does not fall, but does not fall down, because it raises warm air). Children find out that air makes the snake rotate, and with the help of heating devices they perform the experiment on their own. Experiment 3. "Rocket ball"

Invite the children to inflate the balloon and release it, pay attention to the trajectory and duration of its flight. Children conclude that in order for the ball to fly longer, it is necessary to inflate it more, because the air escaping from the ball causes it to move in the opposite direction. Tell children that the same principle is used in jet engines.

DIAGNOSTIC TECHNIQUES

Methodology “Studying the motives of behavior in a situation of choice”

The technique is aimed at identifying the predominance of a personal or social orientation in a child.

Study preparation

The study consists of two series. Before the first series, you need to select several toys that are interesting for an older preschooler, and think through an activity that is of little interest to the child, but necessary for other people (for example, put strips of paper of different widths into boxes).

For the second series, you need to prepare chalk, draw two circles on paper with a diameter of at least 50 cm with a distance of 20 cm between them; Draw one person above the first circle, three above the second.

Conducting research

First episode. The subjects are put in a conflict situation - they must make a choice: do an unattractive activity or play with interesting toys. The experiment is carried out individually, with each child separately.

Second series. The same children participate, combined into two groups (taking into account the wishes of the children). A competition is held for the accuracy of hitting the ball on the target. The instruction is given: “Each team member can throw the ball 5 times. If he throws the ball into the left circle (over which one person is drawn), then the points go in his favor, if in the right - in favor of the team; if the ball misses the target, you can, if you wish, deduct points from either personal or team points.” Before each throw, the experimenter asks the child which circle he will throw the ball into.

Data processing

It is calculated how many children in the first and second series showed personal motivation and how many social ones. The results are summarized in a table. It is determined how stable these types of motivation are, and to what extent social motivation depends on the nature of the experimental situation. It is taken into account that in the first series the child makes a choice individually, and in the second - in the presence of peers.

conclusions

If a child makes a choice in favor of an unattractive activity or throws a ball into the “team” circle, it means that he already has a predominant social orientation of motivation. Otherwise, we should talk about the predominance of personal motivation.

Methodology “Determining the dominance of a child’s cognitive or play motive”

Conducting research

The child is invited into a room where ordinary, not very attractive toys are displayed on tables, and he is asked to look at them for a minute. Then the experimenter calls him over and invites him to listen to a fairy tale. The child is read an interesting (for his age) fairy tale, which he has not heard before. At the most interesting point, the reading is interrupted, and the experimenter asks the subject what he wants more at the moment: to play with the toys on the table or to listen to the end of the story,

Text material

WHY DO HARRIES WEAR WHITE FUR COATS IN WINTER?

Frost and the hare once met in the forest. Frost boasted:

I am the strongest in the forest. I will defeat anyone, freeze them, turn them into an icicle.

Don't brag, Moroz Vasilyevich, you won't win! - says the hare.

No, I will overcome!

No, you won't win! - the hare stands his ground.

They argued and argued, and Frost decided to freeze the hare. And says:

Come on, hare, bet that I will defeat you.

“Come on,” the hare agreed. (Here the reading is interrupted.) Here Frost began to freeze the hare. The cold has come,

swirled with an icy wind. And the hare began to run and jump at full speed. It's not cold while running. And then he rolls around in the snow and sings:

The prince is warm,

The prince is hot!

It warms, it burns - The sun is bright!

Frost began to get tired and thought: “What a strong hare!” And he himself is even more fierce, he let in such cold that the bark on the trees bursts, the stumps crack. But the hare doesn’t care at all - he either runs up the mountain, or somersaults down the mountain, or rushes across the meadow.

Frost has completely lost his strength, but the hare doesn’t even think about freezing. Frost retreated from the hare:

Would you be frozen with a scythe - you are so agile and quick!

Frost gave the hare a white fur coat. Since then, all hares wear white fur coats in winter.

conclusions

Children with a pronounced cognitive interest usually prefer to listen to the end of a fairy tale. Children with weak cognitive needs prefer to play. But their game, as a rule, is of a manipulative nature: first they will take on one thing, then another.

Methodology for determining self-esteem of a preschooler (V.G. Shchur)

The theoretical and practical significance of the study of self-awareness, including various aspects of self-attitude and awareness of one’s place in the system of social connections, is so great that it predetermined the need to use this technique to diagnose a child’s self-esteem.

The child is offered six vertical segments of the same length. Instead of segments, you can use a ladder of five steps, where the top step is a positive assessment, and the bottom is a negative assessment. They are asked to mark with a cross on each segment their place “among all people” according to the levels of “health”, “mind”, “character”, “happiness”, “beauty”, “kindness”, respectively. It is believed that the noted values ​​characterize general satisfaction - “happiness” and private self-esteem - “health”, “mind”, “character”, “beauty”, “kindness”.

Inflated self-esteem from various positions at all levels (the smartest, the most beautiful...) is favorable for a preschooler. Low self-esteem characterizes the presence of intrapersonal and interpersonal conflicts in a child.

After completing this task, the child marks with a symbol (a circle, an asterisk, a cross of a different color, etc.) his place in levels from the position of mom, dad, teachers, and children. If other significant people (in the child’s opinion) evaluate him in the same way as he rated himself or give a higher rating, the child is psychologically protected and emotionally well-off.

You can add or change the names of levels (for example: large - small...).

The technique is used to compare its results with the assessment of a given child by the family and kindergarten teachers.

Express diagnostics of cognitive processes

Express diagnostics is a set of seven tasks for children three to seven years old. Using game material and special psychological techniques, the psychologist characterizes the child’s intellectual capabilities (perception, attention, memory, thinking, speech, mathematical skills, development of fine motor skills). All tasks are selected in such a way that in a short period of time (15 minutes) they can determine the success of a preschooler in learning, conduct a cross-sectional study of cognitive processes, and identify weak links in intelligence. Symbols help to quickly record a child’s progress in completing tasks, as well as quantify the results:

the task was completed in full + (3 points);

1 -2 errors in the task ± (2 points);

3 or more errors ± (1 point);

does not understand the task, does not complete it - (0 points).

Exercise 1."INFORMATIONAL CONVERSATION"

A. What is your name? Who do you live with? What are their names?

B. How old are you? When's your birthday? (Day, month, season.)

B. Do you perhaps know everything about yourself? Where is your nose located? Can you reach your left ear with your right hand? And with your left hand to your right eye?

When assessing the results of answers to questions in group “A”, the child’s contact is taken into account; group “B” - reflects the peculiarity of the perception of temporary concepts; group “B” - spatial concepts (left - right).

Task 2.“INSERT CUBES” (You can use pyramids, nesting dolls, “buckets.”)

A. Do you like to play? What about being naughty? Can I have some fun? (An adult scatters the insert cubes on the floor.)

B. Please help me lift the cubes. Give me the biggest cube. The smallest. And now the big red one... the little yellow one, etc.

B. Let's count how many cubes there are? (From 1 to 9.) G. Can you count in the opposite direction? (From 9 to 1.) D. Which cubes are there more? (4 large cubes, 5 small ones.) E. Try to collect and put the cubes together.

A - the child’s contact, the strength of social prohibitions.

B - perception of size, color, by one sign and by two signs.

B - direct counting skill.

G - counting backwards skill.

D - the formation of the concept of number.

E - formation of thinking (“trial and error” - visual-effective thinking; internal representations - visual-figurative thinking); hand activity (left, right).

Task 3."WONDERFUL WINDOWS"

12 rectangular colored cards are used (primary colors and their shades), 5 cards of various shapes (circle, oval, rectangle, square, triangle).

A. One wizard built a palace with “wonderful windows.” To find your window, you need to know the colors and shapes. Let's look at these windows and name the color and shape. (The cards are laid out on the table and the child names each “window.”).

B. Now choose your “window” that you like best in color, shape,

When assessing the results, the following are analyzed:

A - perception of color, shape.

B - emotional preferences

Task 4."SEEDS"

Cards with images of fruits, vegetables, berries (flowers) are used (from 3 to 9 cards).

For children of primary preschool age, 3 cards are offered, for middle-aged children - 6 cards, for older children - 9 cards.

A. The seller of seeds laid out the bags into three groups. But a strong wind blew and the bags with seeds got mixed up. Help the seller arrange the bags. (The child lays out the bags and calls them “seeds.”)

B. The buyer took one bag from the seller. (The table is covered with a screen or the child closes his eyes, and the adult removes one card.) What did you buy from the seller? What's missing? Where was this bag?

When assessing the results, the following are analyzed:

A - the child’s ability to classify using logical operations (analysis, synthesis).

B - development of visual attention and memory.

Task 5.“PARROT” (verbal technique)

A. In one hot country there lived a magic parrot who could repeat all sounds. Try to repeat after me the incomprehensible sounds, as the parrot did:

zu-pa-ki-cha (the child repeats);ro-tsa-mu-de-ni-zu-pa-kiT le (the child repeats). "pa~ki-chz-

B. The parrot learned not only to repeat sounds but also to remember words. Try to remember as many words as possible (An adult names 10 words: table, soap, man, fork, book, coat, axe, chair, notebook, milk).

B. When the parrot learned to memorize words, he wanted to suggest the right words to his friends. I now 6v^ say the beginning of a sentence, and you will finish it. For example: lemon is sour, and sugar is sweet. end. On the-

It's light during the day, but at night...

You walk with your feet, but throw...

Girls grow up to become women, and boys...

Birds have feathers, and fish...

When assessing the results, the following are analyzed:

A - short-term auditory memory (echo memory), auditory attention, phonemic hearing (good result - more than five syllables).

B - volume of auditory memory (verbal memory), auditory attention (good result - more than five words).

B - the child’s ability to make analogies.

This block may include four techniques that identify various aspects of a preschooler’s cognitive development: orientation in the environment, highlighting significant features, visual-figurative thinking and establishing the sequence of events.

• 1. Orientation in the environment was revealed through the traditional game “Nonsense”, beloved by preschoolers. The child must carefully examine the pictures with a large number of distortions of reality and find all the “mistakes” of the artist.
• 2. The ability to identify essential features and take them as the basis for classifying objects was determined using the traditional “Odd Four” (or “Elimination of the Fourth”) method.
• 3. The level of visual-figurative thinking was established using a popular technique developed by L.A. Wenger. In this technique, children must identify the shapes of an object image and correlate it with the shape of the standard. This task assumes the mediation of perception by a sensory standard and operating in terms of images.
• 4. The ability to establish a logical connection between events and the level of speech development were identified using a common technique involving the arrangement of a set of plot pictures in the required sequence. A child’s independent story, based on the sequence of events he has built, reflects both the development of coherent speech and mastery of simple life logic.

The “Wish Tree” technique by V.S. Yurkevich

Purpose: to study the cognitive activity of children (pictures and verbal situations are used)

The wizard can fulfill 5 of your wishes. What would you ask him for? (6 min.)

The sage can answer any of your questions. What would you ask him? (the first 5 answers are registered) - 6 min.

The magic carpet will take you wherever you want in no time. Where would you like to fly? (the first 5 answers are registered) - 6 min.

The miracle machine can do everything in the world: sew, bake pies, wash dishes, make any toys. What should the miracle machine do on your orders? - 5 minutes.

The main book of the country of Imagination. It contains any stories about everything in the world. What would you like to learn from this book? - 5 minutes.

You and your mother find yourself in a place where everything is resolved. You can do whatever your heart desires. Think about what you would do in this case? - (the first 5 answers are registered) - 4 min.

From the answers, answers of a cognitive nature are selected.

High level of cognitive need - 9 answers and above.

The average level of cognitive need is from 3 to 8 answers.

Low level of cognitive need - 2 or fewer answers.

Qualitative analysis:

High level - the desire to penetrate into the cause-and-effect relationships of phenomena; a research interest in the world is clearly manifested.

Average level - there is a need for knowledge, but only specific information is attracted, and it is quite superficial.

Low level - children are satisfied with monosyllabic information, for example, they are interested in the reality of a fairy tale, legend, etc. they once heard.

All these judgments are cognitive in nature, but differ in different levels of complexity.

Answers of “consumer” content - to have toys, to spend leisure time without cognitive purposes.

Creative situations - 2, 3, 4, 5.

Method 6. Observation of the manifestation of educational and cognitive activity.

As units of manifestation of children’s external activity, the following reactions to the teacher’s activities can be distinguished:

• - bilateral activity (the child himself strives to answer the question posed by the teacher, and this desire is expressed by raising his hand and the teacher’s satisfaction with this desire). In this case, the child’s activity can end with a correct or incorrect answer, which we denote as follows: A1 - bilateral activity with the correct outcome, A2 - bilateral activity with an incorrect outcome;
• - one-sided activity (the child himself does not show initiative, does not raise his hand, but the teacher calls him and demands that he solve a learning problem). Such an activity can also result in a correct or incorrect answer and is designated: B1 - one-sided activity with the correct outcome, B2 - one-sided activity with an incorrect outcome;
• - activity at the microgroup level (the child may not be active at the level, but can actively work within the group). S - takes the initiative into his own hands, organizes the execution of the task within the group; C2 - takes the initiative into his own hands and does everything himself, the rest of the group watches his work; C3 - the child performs an action, expresses his point of view during a discussion of an issue within the group, C4 - tries to avoid work within the group;
• - deviations from the learning process. Distraction from classes by other activities, conversation with a friend not on the topic of discussion of the issue, drowsiness in class. Such manifestations were recorded with the symbol D.

This observation record must be kept during all classes. An analysis of changes in the relationships between individual types of child activity in the classroom should be carried out, taking into account various external factors influencing this activity.

Modern psychological and pedagogical research (Ya.L. Kolominsky, E.A. Panko, A.N. Belous, S.V. Kondratyeva, L.A. Kovalevsky, B.T. Kovalev, etc.) reveals specific requirements for for a teacher of a preschool institution, necessary for the implementation of a number of pedagogical functions:

• - expressiveness, accurately, concisely, logically present the material and achieve understanding, use various methods of presentation, activate children in the process of mastering the material;
• - incentive, providing the ability to arouse interest, attention, encourage activity, translate knowledge into practical actions, evaluate activities, actions, consolidate the knowledge and skills of children in accordance with age;
• - constructive and organizational, which includes a number of skills: planning the pedagogical process, selecting material, methods, techniques, tools for meaningful (educational, play, work, etc.) activities, organizing the implementation of the regime in different age groups, creating a developmental environment and using it as a means of educating the child’s personality;
• - diagnostic, containing the ability to determine the characteristics of the physical and mental state of children and take this into account in one’s own activities, record and monitor the effectiveness of educational work as a whole, establish compliance of knowledge, skills and behavior with the requirements of the program, see the connections between the child’s development using various methods educational work;
• - establish business contacts with parents and colleagues, participate in the pedagogical education of parents, reveal to them the methods of public education, encourage parents to actively participate in the work of a preschool educational institution;
• - communicative, requiring from the teacher high moral qualities and character traits, manifested in the ability to always be friendly, tactful, friendly, and polite when communicating with children.

The development of cognitive activity in children of senior preschool age will largely depend on the methods with which the teacher will organize the process of cognition in students:

• - method of unexpected solutions (the teacher offers a new, non-stereotypical solution to a particular problem that contradicts the child’s existing experience);
• - the method of presenting tasks with an indefinite ending, which forces children to ask questions aimed at obtaining additional information;
• - a method that stimulates the manifestation of creative independence in composing similar tasks with new content, searching for analogues in everyday life;
• - the method of “intentional mistakes”, when the teacher chooses the wrong path to achieve the goal, and the children discover this and begin to propose their own ways and means of solving the problem.

Thus, the teacher must master all the pedagogical tools in order to captivate, interest and develop the cognitive activity of older preschoolers. Also significant are the personal qualities of the teacher, such as the desire for self-development, knowledge of the characteristics of the mental development of children, creativity, tact and tolerance in relationships with children and parents. Only a professional teacher who knows and loves children can create cognitive activity in older preschoolers.

Conclusions on the second chapter:

• - with the growth and development of a child, his cognitive activity increasingly begins to gravitate towards cognitive activity, which, like any activity, is characterized by a certain structure.
• - during the period of preschool childhood, the emergence of a primary image of the world occurs due to the cognitive activity of the child, which has its own specifics at each age stage.
• - cognitive motivation to achieve success is influenced by two personal formations: self-esteem and level of aspirations.
• - in older preschool age, on the basis of the experience gained in educational, play and work activities, the prerequisites are formed for the formation of motivation to achieve success.
• - thanks to cognitive interest, both knowledge itself and the process of its acquisition can become a driving force in the development of intelligence and an important factor in the education of the individual.