Development of cognitive activity in young children in the process of objective activity, Diploma

Development of cognitive activity in young children in the process of objective activity

tags:

Subject, Child, Development, Activity, Activity, Age, Early, Action CONTENTS

INTRODUCTION………………………………………………………………………………3

1. PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF THE DEVELOPMENT OF COGNITIVE ACTIVITY IN EARLY CHILDREN IN THE PROCESS OF SUBJECT ACTIVITY

1.1 The essence of cognitive activity and its manifestation in children…….. 7

1.2 Features of the development of the cognitive sphere at an early age……. 12

1.3 Psychological and pedagogical conditions for the development of cognitive activity in young children……………………………………………………… 18

1.4 Subject activity as a means of developing cognitive activity in young children………………………………………………………. 23

2. EXPERIMENTAL AND PRACTICAL WORK ON THE DEVELOPMENT OF COGNITIVE ACTIVITY IN EARLY CHILDREN IN THE PROCESS OF SUBJECT ACTIVITY

2.1 Diagnosis of cognitive activity in children of the third year of life…………………………………………………………………………………….. 32

2.2 Experimental and practical work on the development of cognitive activity of children of early age in the process of objective activity and its results……………………………………………………………………………………… ………….. 40

CONCLUSION…………………………………………………………… 52

REFERENCES…………………………………………………………………… 54

INTRODUCTION

The problem of developing the cognitive activity of preschoolers is one of the most pressing in child psychology and modern pedagogy, since human interaction with the outside world is possible thanks to his activity and activity, and also because activity is an indispensable prerequisite for the formation of the mental qualities of an individual, his independence and initiative. Pedagogical science has proven the need for theoretical development of this problem and its implementation in educational practice.

Early age is the most crucial period of a person’s life, when the most fundamental abilities that determine the further development of a person are formed. During this period, such key qualities as cognitive activity, trust in the world, self-confidence, a friendly attitude towards people, creative possibilities, general vital activity and much more are formed.

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Objective activity at an early age is leading; it determines and “leads” mental development. It is in object-based activities that the most favorable conditions are created for the development of the most important abilities, skills and personal qualities of a child - speech, thinking, cognitive activity, focus and independence, therefore creating optimal conditions for the enrichment and development of various actions with objects is the first task of the educational process at an early age . A child’s objective activity can have a developmental effect only in collaboration with an adult.

Subject activity and cognitive activity are closely related and represent two sides of the same process. By the end of early childhood, an important component in the structure of objective activity is the emergence of the ability to independently evaluate the result obtained in accordance with the original plan.

Since the level of cognitive activity is always interconnected with the level of development of the child’s objective activity, cognitive activity acts as the most important parameter of objective activity.

Cognitive activity is the most important area of the general phenomenon of activity, the subject of which is the most significant property of a person: to understand the world around him. And this is not only for the purpose of biological and social orientation in reality, but also in the most essential relationship of a person to the world - in the desire to penetrate into its diversity, to reflect in consciousness the essential aspects, cause-and-effect relationships, patterns, inconsistency. Cognitive activity is the most general category in studies of the nature of the psyche, mental development, cognitive and potential capabilities of the individual.

Cognitive activity is defined as the selective focus of a person’s active attention (N.F. Dobrynin, T. Ribot), the manifestation of the mental abilities of the subject of cognition (S.L. Rubinstein), a special alloy of emotional-volitional and intellectual processes that increases the level of consciousness and development of a person ( L.A. Gordon), readiness for energetic mastery of knowledge (N.A. Polovnikov), manifestation of transformative actions of the subject in relation to surrounding objects and phenomena (L.P. Aristova).

The child is interested in objects and objects of the surrounding world; he strives to understand how they are used in life, who needs them, and what connections they have with each other. This is the internal state of a child’s readiness for cognitive activity, for searching for impressions, which are realized in cognitive actions and operations, defined by child psychologist M.I. Lisina as cognitive activity.

Cognitive activity and intellectual development at an early age are manifested not only and not so much in the success of solving practical problems, but in the child’s emotional involvement, perseverance, and the pleasure he receives from his research activities. The research activity of a young child is the basis for the successful intellectual development of preschoolers; it is an important component of the cognitive and creative development of the individual.

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Purpose of the study: to determine the effectiveness of the development of cognitive activity in young children in the process of objective activity.

Object of study: the process of development of cognitive activity in young children.

Subject of research: object-based activity as a means of developing cognitive activity in young children.

Research objectives:

1) analyze the psychological and pedagogical literature on the problem of the development of cognitive activity in young children;

2) study the essence of cognitive activity and the features of its manifestation in children;

3) study the influence of subject activity on the development of cognitive activity of young children;

4) conduct diagnostics of cognitive activity of young children;

5) organize experimental work on the development of cognitive activity in children of the third year of life and analyze its results.

Hypothesis: the process of development of cognitive activity in young children will be more successful if the following conditions are met:

— creation of a subject-development environment;

- use of games that develop cognitive activity;

— purposeful management of the development of objective activities of children of the third year of life;

Research methods:

— theoretical analysis of psychological and pedagogical literature;

— pedagogical experiment;

— observation;

— methods of mathematical data processing.

The theoretical basis of the study is the works of such scientists: L.S. Vygotsky, M.I. Lisina, E.O. Smirnova, L.N. Galiguzova.

1. PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF DEVELOPMENT

COGNITIVE ACTIVITY IN EARLY CHILDREN DURING SUBJECT ACTIVITY

1.1. The essence of cognitive activity and its manifestation in children

Cognitive activity, according to E.A. Lobanova [16], is the most important area of the general phenomenon of activity, the subject of which is the most significant property of a person: to understand the world around him. And this is not only for the purpose of biological and social orientation in reality, but also in the most essential relationship of a person to the world - in the desire to penetrate into its diversity, to reflect in consciousness the essential aspects, cause-and-effect relationships, patterns, inconsistency. Cognitive activity is the most general category in studies of the nature of the psyche, mental development, cognitive and potential capabilities of the individual.

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Cognitive activity is the desire to think independently, find your own approach to solving a problem (problem), the desire to independently gain knowledge, form a critical approach to the judgment of others and the independence of your own judgments.

Recognizing preschool age as sensitive does not mean that cognitive activity is formed independently. This requires specially organized work aimed at the effective implementation of this process. At the same time, the most important conditions for the formation of children’s cognitive activity, according to E.A. Lobanova, are the internal activity of the child himself and the competent guidance of this activity on the part of the teacher.

E.O. Smirnova [21] notes that at an early age a child’s exploratory behavior intensively develops, especially when he begins to move independently and gains access to many objects in the surrounding world. All objects that arouse the baby’s interest become a “problem for the mind.” Cognitive activity is the most important indicator of a child’s successful mental development at an early age.

Cognitive activity and intellectual development at an early age are manifested not only and not so much in the success of solving practical problems, but in the child’s emotional involvement, perseverance, and the pleasure he receives from his research activities. A normally developing baby actively strives for new experiences, loves to observe those around him, quickly discovers new things, strives to immediately explore them, and engages with interest in games with water, sand, and experimenting with various objects and substances suggested by adults. Such knowledge captivates the baby, arouses his interest, curiosity, surprise, and the joy of discovery.

The child’s research activity develops, improves, and becomes more complex throughout early childhood, remaining an important component of cognitive and creative development, both in this and subsequent age periods. A rich and varied subject environment that encourages the child to take active action is the most important condition for the development of the cognitive sphere.

As E.O. Smirnova notes [25], object-based activity contributes to the development of a child’s cognitive activity, improvement of mental processes: perception, attention, memory and thinking.

In the process of becoming familiar with objects and ways of using them, all mental processes are improved. The development of mental processes is a holistic process, which is characterized not so much by the improvement of individual mental functions, but by a change in their relationships. In relation to early childhood pedagogy, this means that the content of children’s education should not be the development and “training” of individual processes - perception, thinking, memory or attention. Full-fledged mental development can only be carried out in the process of purposeful organization of various types of children’s activities, and, above all, leading objective activity, during which all mental processes in their interrelation are improved.

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In the holistic system of mental functions at an early age, perception dominates. A child learns about the world around him through vision, hearing, touch, and smell. Perception at an early age is closely related to objective actions. A child can quite accurately determine the shape, size or color of an object, if this is necessary to perform a necessary and accessible action. In other cases, the perception may be very vague and inaccurate.

A.A. Lyublinskaya [17] points out that during the first three years of a child’s life, new and diverse needs arise. Among them, social needs for active cognitive activity and communication with people are of particular importance. At an early age, the child’s activity has a pronounced indicative and exploratory character. It is motivated by the child’s desire to know “what is this?” Such an attitude cannot be considered as a manifestation of genuine cognitive interest, but the result of the child’s activity is that he discovers new qualities of objects and establishes connections and relationships between them that are new to him.

The child’s need for active activity and a pronounced orientation-exploratory attitude towards the environment quickly shapes his cognitive feelings: at first the child is only surprised by the new, i.e. shows curiosity, and then in preschool age clearly shows curiosity, i.e. the desire to learn something that can be perceived as new and surprising.

The degree of success of the process of formation of cognitive activity depends on the influence of a system of external and internal factors. We include biological factors as internal, as well as mental properties of the individual (abilities, character, temperament and orientation), and external, social and pedagogical.

Cognitive activity develops from the need for new experiences, which is inherent in every person from birth. In preschool age, based on this need, in the process of developing indicative and research activities, the child develops a desire to learn and discover as much new things as possible.

As noted by T.M. Zemlyanukhin [11], the source of cognitive activity is the cognitive need. And the process of satisfying this need is carried out as a search aimed at identifying, discovering the unknown and assimilating it. Two main factors determine cognitive activity as a condition for further successful learning: natural child curiosity and the stimulating activity of the teacher. The source of the first is the consistent development of the child’s initial need for external impressions as a specific human need for new information. Due to the uneven mental development of children (temporary delays and deviations from the norm), differences in intellectual abilities and mechanisms, we have significant variability in the development of the child’s cognitive activity.

Cognitive activity is a natural manifestation of a child’s interest in the world around him and is characterized by clear parameters. The child’s interests and the intensity of his desire to get acquainted with certain objects or phenomena are indicated by: attention and special interest; emotional attitude (surprise, excitement, laughter, etc.); actions aimed at clarifying the structure and purpose of the object (here it is important to take into account the quality and variety of the actions examined, thoughtful pauses); constant attraction to this object.

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In the development of curiosity in preschool children, according to V.G. Kamenskaya [12], their play and practical activities are of decisive importance. It is this that stimulates the emergence of a cognitive attitude. The curiosity of preschoolers is expressed, first of all, in their numerous questions with which they turn to adults. These questions arise from the need to navigate the world around them. The reasons for asking questions are usually the emergence of uncertainty in something, the manifestation of something unknown, mysterious, unusual, acting on the imagination of children, a violation of the usual order, and in general various noticeable changes in the world of things and processes surrounding the child.

Curiosity in preschool age is initially caused mostly by the external properties of objects and phenomena, emphasizes A.A. Lyublinskaya [17]. At this age level, the lack of knowledge and life experience limits the ability to penetrate into the essence of things and identify the main, most significant features in them. Then the questions are aimed at obtaining verbal designations of observed objects and phenomena and an explanation of purely external, sometimes secondary and insignificant, but striking in their unusual objects and phenomena. The cognitive activity of preschoolers is characterized by a bright emotional coloring. Emotional influences on a child extremely stimulate his cognitive activity to these influences.

So: cognitive activity is manifested in children’s attitude to different types of objective actions, interest in various kinds of objective tasks, the duration of examination of objects, independence and perseverance in solving objective problems. And since the level of cognitive activity is always interconnected with the level of development of the child’s objective activity, cognitive activity acts as the most important parameter of objective activity.

1.2. Features of the development of the cognitive sphere at an early age

Early age is a period of active exploration of various properties of objects: shape, size, simple cause-and-effect relationships, the nature of movements and relationships. While getting to know objects and how to use them, the child’s perception improves, his thinking, memory, and imagination develop.

Among all mental processes, the main role at an early age belongs to perception. The behavior and consciousness of children of this age are entirely determined by perception. So memory at an early age exists in the form of recognition, i.e. perception of familiar objects. The thinking of a child under three years of age is predominantly immediate—the child establishes connections between perceived objects. He can only be attentive to what is in his field of perception. All the child’s experiences are also focused on perceived objects and phenomena.

According to L.S. Vygotsky, “... all functions of this age occur around perception, through perception and with the help of perception... not a single function experiences such a magnificent flowering at an early age as the function of perception. This puts perception in extremely favorable conditions for development.”[6]

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Let us consider the main features of the development of perception at an early age.

Despite the fact that by the end of infancy the child develops perceptual images, and he easily recognizes familiar objects and people around him, perception remains extremely imperfect. A one-year-old child is not able to consistently and systematically examine an object. As a rule, he picks out one sign and reacts only to it; by it he learns about various objects. Visual orientation actions, with the help of which the child perceives objects, have developed in the process of grasping and manipulation, which largely determines the visual images existing in the child. Since actions are aimed at such properties of objects as shape and size, these characteristics are the main ones for the child. Color at the beginning of early childhood has no significance for the recognition of objects. The baby recognizes colored and uncolored images in exactly the same way, as well as images painted in the most unusual colors. Discrimination and preference for certain colors is already present in the first months of life. However, color has not yet become a feature characterizing an object and does not determine its recognition.

As noted by E.O. Smirnova [21], the development of perception at an early age occurs within the framework of objective activity and in connection with the mastery of new actions. Of particular importance are the actions that are called correlative. These are actions with two or more objects in which it is necessary to take into account and correlate the properties of different objects - their shape, size, hardness, location, etc. Already at the end of infancy, children begin to improve actions with two objects - stringing, placing one on top of the other, folding, etc. But in these actions, the baby does not yet take into account the properties of objects - he does not select and select the necessary objects in accordance with their shape and size, and does not try to arrange them in a certain order. Correlating actions at an early age already require such consideration. It is characteristic that most toys intended for young children (pyramids, simple cubes, inserts, nesting dolls) involve precisely these actions. When a child tries to carry out such an action, he selects and connects objects or their parts in accordance with their shape, size, color in order to give them a relative position in space. So, in order to fold a pyramid, you need to take into account the ratio of the rings in size.

As L.A. Wenger points out [4], at the age of 2-2.5 years, visual selection by image becomes available for a child, when from two objects of different shapes or sizes he can, at the request of an adult, select one as a model. Visual selection based on a model is a much more complex task than simple recognition or trying on. Moreover, as noted by E.O. Smirnova [26], first children choose objects that are the same in shape, then in size, and only then in color. This means that new perceptual actions are formed initially for those properties that are directly involved in practical objective actions, and only then are transferred to other, less essential properties. It is significant that young children are not able to choose correctly according to an image if they are offered not two, but several objects, or if the objects have a complex shape and consist of many parts.

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Formation of labor skills in children of senior preschool age

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At an early age, a child can quite accurately determine the shape, size and color of an object, if this is necessary to perform a necessary and accessible action. In other cases, the perception may be quite vague and inaccurate. Moreover, emphasizes O.A. Shagraev [29], a child may not notice certain properties at all if taking them into account is required to perform an action that is too complex for him. So, when starting to draw, the child does not seem to notice the color of the image and uses any pencil, or, when building according to a model, he takes cubes of any color, although he already knows how to distinguish primary colors.

In the third year of life, permanent models for comparison appear - these are objects that are well known to the child and have a clearly defined shape. Thus, there can be not only actually perceived objects, but also ideas about them. For example, a child defines triangular-shaped objects as “like a house,” and round objects as “like a ball.” This suggests that the child already has ideas about the properties of things and these ideas are assigned to specific objects. The formation of ideas about the properties of objects depends on the extent to which the child masters visual orientation in his objective actions. To enrich a child’s ideas about the properties of objects, according to L.R. Bolotina [3], it is necessary that he become familiar with the various characteristics and signs of things in specific practical actions. A rich and varied sensory environment with which the baby actively interacts is the most important prerequisite for the formation of an internal plan of action and mental development.

Already by the beginning of early childhood, the child has individual actions that can be considered a manifestation of thinking. These are actions in which the child discovers a connection between individual objects or phenomena - for example, he pulls a string to bring a toy closer to him. But such guesses arise only in cases where the objects are already connected to each other (the toy is already tied to a string).

At an early age, he already connects with each other objects that are objectively and visually separated - he connects and connects them in his practical actions, notes S.A. Kozlova [13].

In the process of objective activity, as noted by D.B. Elkonin [30], the child performs correlative and instrumental actions. In the process of assimilating them, the child begins to focus not just on individual things, but also on the connection between objects, which further contributes to the establishment of such connections in new conditions when independently solving practical problems. The transition from using ready-made connections shown to adults to establishing them independently is an important step in the development of thinking.

External, practical orienting actions serve as the basis and starting point for the formation of all forms of thinking. Persistent reproduction of the same simple actions and obtaining the expected effect (opening and closing boxes, making sounds and sounding toys, etc.) give the baby an extremely important sensory experience, which forms the basis for more complex, internal forms of thinking. This experience is unreflected, not conscious, it is still completely included in the fabric of direct, concrete action, but it is important that objects appear here not from the side of their practical consumer functions, but from the side of their abstract, general properties, the identification of essential and functional features that the child discovers and learns. Such knowledge captivates the baby and brings him new emotions - interest, curiosity, surprise, the joy of discovery. Cognitive activity and the development of thinking at an early age are manifested not only and not so much in the success of solving practical problems, but, above all, in the emotional involvement in such experimentation, perseverance and pleasure that the child receives from his research activities.

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Repetition and reproduction of research actions leads to the formation of internal mental actions on their basis. Already at an early age, the child begins to perform actions that he performs in his mind, without external tests.

As L.A. Venger notes [4], thinking, as an internal mental function, initially lags behind the child’s practical activities. At an early age, it exists and develops within this practical activity: the child “thinks” by acting one object on another, correlating the sizes and properties of different objects, establishing a sequence of object actions and forming an image of his actions. The level of development of a child’s thinking and generalization is determined not only by his objective actions, but also by the development of speech.

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Curiosity is the basis of cognitive character

The natural desire of a child from a very young age is to see, touch, and try as much as possible. These methods of getting to know reality are quite primitive, but necessary. Over time, this elementary curiosity should deepen and be sufficiently conscious.

Cognitive development forms and methods

There are four stages of curiosity development:

The desire to initially become familiar with the subject. Find out the color, taste, heaviness, and so on, without delving into the essence of the matter.
If a child is encouraged in this, he learns to see the world as an object of knowledge and a permanent character trait of curiosity is formed in him.
By encouraging curiosity, the child develops cognitive interest. It is distinguished by the fact that it has a clear goal, a certain motivation, and deep interest. For example, if we are talking about sewing, then the child will be interested not only in how to sew a specific dress, he will study the patterns of how such skirts are sewn, how to attach buttons to any product, how to use new equipment for a particular task.
The last stage of cognitive activity is when the child independently sets a task, understands how he needs to act and what to study and carries it out, that is, he goes through the entire act of learning on his own initiative, without outside motivation, and in the end receives satisfaction from the result.

Curiosity in children is the basis of cognitive development.
It is important to understand that the primary task of parents is not to instill in the child the notorious love of certain knowledge, but to develop in him his natural interest in the world around him and curiosity.

Advice: Even if what is happening seems barbaric to parents, they should not prohibit their child from exploring the world.

For example, if all the newly ironed and washed sheets were turned out onto the floor and thoroughly wrinkled, this does not mean that the child wanted to add more work to his mother. The child just wants to feel what kind of fabric there is, try it for strength, taste, how the red or green color from a favorite set of pencils will look on it. This is the cognitive activity that needs to be developed, and not suppressed. Games with materials

Games with different materials

Of course, this is not a reason to sacrifice the necessary things for learning. Make a small album for your child, in which different fabrics will be glued on one side in small pieces, on the inside and on the front side. Allow your child to do whatever he wants with this album, but it is advisable to wash and iron the materials, in case the child puts them in his mouth.

Cognitive interest, what is it?

Cognitive interest is always a selective focus of human actions. He wants to quench his thirst to learn as much as possible about what surrounds him. Gradually, interest develops into a desire to engage in his chosen field of knowledge, which brings pleasure and satisfaction.

The youngest preschooler loves to test everything from his own experience: touch, pull, tear, throw. The desire to learn in older preschoolers often develops into independent creative work, which the little girl does with great joy.

Cognitive motivation

In order for a child to awaken a desire to experiment, you need to try to interest him. If a child is interested in the experience of growing beans on a windowsill, then he will be happy to join in the process of soaking the seed in water and watching the swelling of the small beans. Later, a curious fidget will notice how it has become larger and remind the elders that the vegetable needs to be planted in the ground. A six-year-old person develops voluntary attention. He is already able to remember the purpose of the experiment for a long time and solve the problem as it arises.

The interest of a six-year-old child is closely related to the characteristics of his voluntary attention. Younger preschoolers cannot yet concentrate on an object or process for a long time.

The problem of forming cognitive interests of preschool children

The rapid development of information technology sets parents and educators up to choose the most effective teaching methods. To achieve this, innovative methods are used in creative classes.

From early preschool age, using construction sets, you can gradually introduce your child to the world of diverse forms and images, teach him without overloading him with information. A three-year-old still has involuntary attention, and an adult takes this age-related feature into account when playing. So, for example, today, with the help of a construction set, a child takes part in a theatrical game, and tomorrow he makes a toy out of it to decorate his mother as a gift. All classes are interconnected. At each of them, the teacher encourages the child to act and create under the guidance of an adult.

In the senior groups of the kindergarten, an innovative project method is used. Typically, a child involved in a project can solve creative problems in different ways. At the same time, he practices writing short stories, performs mathematical calculations, draws, sculpts, and designs. Since the levels of cognitive interest of each preschooler are different, it is important for the teacher, when interacting with older children, to study the cognitive interest of each of them and reveal the talents and abilities of the children.

Example of the project Professions of my relatives with older preschoolers.

The work was divided into several stages. It consisted of creative activities on speech development (cognitive speech development; excursion to the enterprise), artistic and creative activities (creating a general collage of drawings and photos about the professions of relatives), creative games. At the same time, the children got acquainted with the professions of their loved ones, they developed an interest and a desire to see with their own eyes where their father, mother, grandmother, and grandfather work. Using the help of adults, the children themselves made a collage, used a computer and a printer. The games simulated the situation at a factory where we went on an excursion. They imagined themselves as welders, site foremen.

Cognitive independence

At about the age of five, the child begins to literally bombard adults with questions. He is interested in everything in the world: why does the snow melt? Where do songbirds fly for the winter? What happens if you leave water in a cup in severe frost? Gradually, the little researcher develops cognitive independence. A six-year-old boy needs to see for himself that water under the influence of high temperatures can turn into steam, or freeze in the cold.

By the age of seven, a child, on his own initiative, enters into conversation with adults. At the same time, he already has his own opinion and can explain what he agrees with the teachers on and what he considers wrong in their reasoning.

However, it is often difficult for an impulsive fidget to complete the experiment he has begun. Adults need to support the child’s enthusiasm and patiently teach him to overcome obstacles on the path to new discoveries.

Simple game techniques for practicing

Any knowledge in a playful form is learned more easily. Simple math games can be used from the age of 23:

Ordinal counting. With your baby, count everything you see around you, driving cars, cutlery, animals or birds in the picture.
More, less, equal. You can correlate the number of objects, people or animals from 2 years of age and earlier, depending on the degree of interest.
Composition of numbers. A child should be able to decompose numbers into their components at the age of 56, that is, before starting school. After 2 years, you can study the composition of numbers from 1 to 5, with older children up to 10 or more.
Sequence of numbers. Usually this method of play is used after 3 years. You can make puzzles with large bright numbers, stripes, boards and mix them up. The task is to put the numbers in the correct sequence.
Neighbours. If your child correctly names any given number, pay attention to the neighboring numbers.

It is always easier for children under 45 to learn material tactilely. Writing numbers on paper is boring for kids. With preschoolers, mathematics should be studied by playing, stringing beads, counting tubes or sticks, putting objects on and off hooks, inserting numbers or geometric shapes into recesses. But you shouldn’t teach everything at home that will be taught to children in math class at school, otherwise the child will quickly lose interest in learning.