Keyword: «cognitive development»

The article describes a model of reliable estimation of cognitive development of a preschool child by means of the system of situations. Thus the leading technology is modeling the systems of open-type tasks of mathematical contents and the system analysis of big selections of experimental data based on the two-point scale of four parameters: optimality of the ideas offered by children; efficiency of the reasoning given by them; originality of their answer and level of decision development. As a result of the pilot study conducted in 2015 on selection of 3,800 preschool children, it was succeeded to approve the offered technology of estimation and to generalize results in the form of the integrated assessment of relative character – coefficient of cognitive development level. Mathematical-statistical processing of the results of the research allows to prove uniformity of experimental selection and to specify the level of cognitive development with a reliable accuracy of normal distribution for each age group of the preschool child basing on calculation of samples quartiles that in turn can define the further program of individual development of a child providing his transition to higher level of the general education and consequently, higher quality of education.

The article reveals the experiential and theoretical approaches to the formation of natural-science concepts in pre-school children. The concept of "formation" is analyzed with reference to pre-school pedagogy, a specific example shows the organization of elementary experimentation with children 6–7 years on the basis of revealing the essence of the properties of the objects under study in the surrounding world.

The article discusses the pedagogical conditions of cognitive development of older preschool children through constructive modeling activities.

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.

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.