Keyword: «cognitive actions»

The key learning outcome of the main educational program of preschool education is the development of cognitive abilities of the pupil. The work for the development of cognition of a preschooler should be considered as a purposeful activity aimed at cognition of the surrounding reality on the basis of the formation of cognitive functions, such as perception, thinking, memory, attention, speech. Therefore, cognitive activity is the main one in cognitive classes in kindergarten. The result of all the system of cognitive activities should be the formation of cognitive functions in a preschooler. At the same time, we must take into consideration the requirements for the structure of a cognitive lesson and the choice of the main technology for this structure design. Reasoned discourse can be considered as the main technology of a cognitive lesson. The discourse allows organizing the student's active mental work both in the process of perceiving the teacher's argumentation and in the process of building his/her own reasoning strategy and forming arguments. On the other hand, the standard of preschool education and the successive standard of primary school education distinguish the task of mastering educational sign-symbolic means by students. The minimum set of these means is defined by the standards (substitution, modeling, encoding and decoding of information, logical operations, including general problem-solving techniques) and allows them to be included as a mandatory component in the lesson structure. That is why the purpose of the article is to describe the structure of a cognitive lesson based on the technology of reasoned discourse in preschool education. The authors of the article highlight the methodological aspects of formulating the tasks of cognitive activity, describe the content of cognitive actions in older preschoolers and characterize the significance of reasoned discourse in this process. The theoretical significance of the article lies in the identification of the structure of a cognitive lesson based on the technology of reasoned discourse in preschool education. The practical implementation of this structure will create favorable conditions for the development of the pupil's knowledge on the basis of the formation of the child's cognitive functions in the system of pre-school education. It can be assumed that this structure of a cognitive lesson can be considered in relation to the study of any topic in the educational process of a preschool educational organization.