Keyword: «cognitive activity»

The article is devoted to the study of the problem of motivational readiness to school among senior preschoolers with mental retardation. The author makes an analysis of the sources concerning the problem, diagnostics of motivational readiness for school education, and reveals the prevailing motives. The features of the motivation to school among preschool children with mental retardation are analyzed.

The article deals with the study of the phenomenon of stereotypes, their origin, types, specific properties, their role in social and individual life. Stereotypes in the context of intercultural communication are also considered, some examples of stable ideas about Russia taken from interviews with foreign citizens are given.The main methods used in the study are the method of oral questioning, or group conversation, and the written method of directed associative experiment.

The article presents the technology of remedial work with older preschoolers suffering from mental retardation. The work is aimed at building up motivational readiness for schooling. Two directions of corrective action are described. Thanks to conducting classes with this technology use, preschoolers with mental retardation have changed their attitude to schooling for the better, and increased the level of learning motivation.

Results of a pedagogical research on identification of level of informative activity of pupils and influence of didactic games of informative activity of school students are presented in this article.

In the presented work discusses the use of phenological observations for the purpose of development of informative interest of preschoolers. Observations were carried out not only on the walk, but also in everyday life: in the morning and in the afternoon: for the changes taking place with trees at different times of the year, depending on the environmental conditions in four stages, conducted walks on the territory of the institution, virtual tours, performed individual tasks. It is established that phenological observations of seasonal changes in nature affect the increase in preschool children's level of cognitive activity, love and respect for the world, cause the desire for environmental activity and contribute to the development of the foundations of environmental literacy.