Keyword: «cognitive development»

Currently, the relevance of high-quality cognitive development of children, starting from preschool age, has increased significantly. If previously there was an accumulated demand for the quality of cognitive development among certain groups of the population, now this norm is enshrined in the Russian education system. Due to the complexity of cognitive processes development, technologized means, including cognitive classes, become the most significant in practice. There are different tools for working with cognitive phenomena, processes and research. However, there are now only scattered studies in the pedagogical field which reveal some aspects of the development of cognitive activities. The basis here is most often the most famous cognitive-taxonomic theory of B. Bloom, which reveals the main levels of development of cognitive activity that contribute to the achievement of educational goals. At the moment, the problem of selecting the most effective forms, methods and techniques, teaching aids, including for conducting cognitive classes for the development of cognitive activity of older preschool children remains unresolved. This article achieves the goal of formulating the basic requirements for the development of learning tasks for older preschoolers, which can be used at different stages of cognitive training. Analysis and synthesis were used as research methods, including when studying literature on the research topic, survey, questionnaire, and mathematical methods for processing empirical data. As a result of theoretical research, the works of domestic and foreign researchers in the field of developing a cognitive paradigm of education, as well as studying the process of development of children's cognitive activity, were analyzed. The practical significance of the study lies in testing a number of formulations of learning tasks at different stages of a cognitive lesson for the further creation of a constructor for compiling such tasks on any topic. The article may be of practical interest for teachers of preschool organizations and other researchers of this issue.

The article reveals a cognitive approach to the formation of cognitive actions in preschoolers, such as substitution, modeling, logical operations, information coding and general problem solving techniques. The current federal state educational standards define these cognitive activities as the educational results of preschool and primary general education. In the proposed cognitive approach, collective discourse is considered as the basis for constructing a lesson on the formation of cognitive actions. Dis-course allows organizing the student's productive mental work both in the process of perceiving the teacher's argumentation and in the process of con-structing his own strategy of proof and the formation of arguments. In addition, the authors give an example of a lesson on the formation of cognitive actions based on the proposed cognitive approach.