Keyword: «preschool age»
The article describes the results of diagnostics and features of the manifestation of the socio-psychological readiness of children for school. It has been proved that the successful preparation of children for school is carried out not by “school”, but by “preschool” methods. A significant place in the formation of neoplasms, mental processes and personality traits, which make it possible for a child to smoothly transition to the next age stage – junior school, is occupied by play activity, which forms psychosocial maturity.
The article discusses approaches to the formation of emotional vocabulary in preschool children with general speech underdevelopment. The results of the study of the level of formation of emotional vocabulary in seniors with general underdevelopment of speech are described. Using the methods of L. F. Fatihova and A. A. Kharisova, the ability to recognize emotional states was determined. A complex of correctional and developmental games and exercises for the formation of emotional vocabulary in preschoolers with general speech underdevelopment has been developed
The article reveals the features of the formation of the verbal dictionary in preschoolers with general underdevelopment of speech (III level). The essence of the concept of the verbal dictionary, general underdevelopment of speech (III level), logopedic rhythms is revealed. On the basis of the research carried out according to the author's methodology, it was concluded that the verb dictionary is not sufficiently formed in preschool children. A speech therapy work on the formation of a verbal dictionary in preschool children with general underdevelopment of speech (III level) by means of speech therapy rhythms is presented.
ART 231091
Cognitive activity takes a special place in our life and it opens up wide opportunities for us. Therefore, the development of cognition in children, starting from preschool age, is very important. Preschool age is a valuable period in itself, laying the foundation for the child’s further successful education at school. Therefore, an important task of this age period is to provide the child with the necessary conditions to reveal his/her potential in different areas of life. The cognitive development of a preschooler presupposes the development of his/her cognitive mental processes that affect his/her success in principal activities. The development of cognition is carried out in kindergarten using an integral system of interconnected methods, techniques and teaching aids. They include educational tasks that help preschoolers learn information about the world around them and contribute to their comprehensive development, as well as to the formation of their cognitive actions, skills and abilities necessary in school. The purpose of the article is to formulate characteristics of different types of educational tasks depending on the level of knowledge that are offered to preschool children. The authors of the article determine the requirements for the content of these tasks, the expected activities of children, the product of their solution and the educational results achieved during the implementation of this training tool. The leading approach to using educational tasks for the cognitive development of preschool children is the cognitive paradigm of education, the goal of which is expressed in the formation of the necessary knowledge, skills and abilities. As a result of the study, the authors examined different types of educational tasks in relation to cognitive processes. The theoretical significance of the article is due to the authors’ contribution to the development of scientific ideas about the characteristics of different types of educational tasks and their impact on the cognitive development of older preschoolers. The practical application of educational tasks in preschool education will make it possible to achieve the most effective results in the development of children’s cognitive activity at the stage of preparing them for schooling. The complete and high-quality cognitive development of a preschool child will be the basis for the development of his/her educational skills and abilities necessary in school.
The article analyzes the theoretical sources of the problem of the development of creativity in preschool children, as well as methodological recommendations for the development of creative thinking of creativity in a family environment.