Cognitive development in kindergarten
This section of the site contains developments on the cognitive development of children in kindergarten. Cognitive development is a set of quantitative and qualitative changes that occur in cognitive mental processes due to age, under the influence of the environment and the child’s own experience.
Cognitive development involves the cognitive activity of a preschooler. And in order to support cognitive activity, it is necessary to rely on the cognitive interest of children. Cognitive interest is a selective focus on the knowledge of objects, phenomena, events of the surrounding world, activating the mental processes and activities of a person, his cognitive capabilities.
The cognitive development of preschool children is based on cognitive activity, as a result of which the child’s personal experience is formed, his value attitude to the world, and the needs for knowledge and cognition are formed. Through cognitive processes, the child receives and comprehends information. Sensation, perception, thinking, imagination, speech are inseparable parts of a single process of reflecting reality. Sensual visual knowledge of objects and phenomena of the surrounding world creates the initial basis for the formation of the personality of a preschool child.
In the section of the site, cognition, cognitive development in kindergarten contains many interesting activities for educators on teaching children on various topics:
- Educational situation on cognitive and speech development of children in kindergarten
- Open lesson on self-knowledge in a preschool classroom
- Cognition lesson at a preschool educational institution “Let’s Help the Hedgehog”, junior group
- Summary of educational activities with preschool children cognitive development FEMP
- Summary of direct educational activities on cognition, communication and artistic creativity in the senior group “Spring, primroses”
- Summary of direct educational activities educational area “Cognition” on the topic “Water Sorceress” senior group
- Summary of educational activities on cognitive development in kindergarten on the topic “KVN whychek” with children of the preparatory group
- Summary of the open final lesson on cognitive and speech development in the senior group on the topic “Travel with the Sprinkler”
- Summary of educational activities with children in the middle group of kindergarten
- Abstract of GCD in kindergarten cognitive development
- Summary of a lesson on cognitive development in junior group 1
- Summary of organized educational activities in the educational field “Cognitive Development” (FEMP)
- Notes in kindergarten “My Small Motherland” Educational activities of children in the preparatory group cognitive development
- Summary of educational activities “Wonderful Tree” in the field of cognition for children of the second junior group
- Technological map of organized educational activities for children of the middle group educational area “Cognition” section Ecology topic Electrical appliances
- Abstract of the educational activity “Journey to the world of living nature” Educational area Cognitive development
- Summary of a lesson in kindergarten on cognitive development in the senior group
- Summary of organized educational activities on cognitive development in the senior group for children with mental retardation “On the Seabed”
- Lesson on developing the cognitive sphere and creative abilities of older children with mental retardation “Visiting a fairy tale”
- Summary of direct educational activities on cognitive development with children of the preparatory group Russia is my Motherland!
- Cognitive activities in kindergarten
- A feature of a child’s healthy psyche is cognitive activity.
The condition that promotes the development of cognitive activity of pupils is the creation of a favorable psychological microclimate in the children's team, trusting relationships between all participants in the educational process.
One of the most important abilities is the ability to cognition. Cognitive development of children is one of the important areas in working with preschool children. A child is born with an innate cognitive orientation that helps him adapt to new conditions of his life. By the end of his stay in kindergarten, we must help the child master basic concepts in the field of natural science, mathematics, and history. To teach, based on one’s own knowledge, to make independent decisions in different types of activities.
Preschoolers' knowledge of the world occurs mainly through emotional and practical means. Children pay attention to everything unusual, bright, and what they directly encounter. What knowledge about the world should be acquired in preschool age? The surrounding world can be divided into social (people, emotions, relationships), natural (peculiarities of the season, weather phenomena, flora and fauna) and objective (materials and their properties, transformations of objects). Children of primary preschool age (3-4 years old) are mainly interested in objects from their immediate environment, which they can study directly (at home, in kindergarten, on a walk).
A child’s curiosity is constantly aimed at understanding the world around him and building his own picture of this world. The child, while playing, experiments, tries to establish cause-and-effect relationships and dependencies. He himself, for example, can find out which objects will sink and which will float. He has many questions about the phenomena of life around him. The more mentally active a child is, the more questions he asks and the more varied these questions are.
Thanks to the subject Self-Knowledge, which is taught in kindergarten, it makes it possible to more fully solve the problems of the consistent formation of a child’s personality, to reveal and enrich his inner world, and to carry out corrective knowledge of himself and another person.
Design of a cognitive zone in a kindergarten. In the younger group, the children's area is designed taking into account safety rules. When performing active movements, babies lack the coordination of the child. Formation of actions aimed at understanding the surrounding world, development of conscious activity. Development of creative abilities and imagination.
To do this, kindergarten uses all kinds of entertaining tasks, experimental activities, observation, encourages learning through didactic games, etc. Children take a personal part in all these processes, which gives the best result. Methods of cognitive development in preschool educational institutions make it possible to improve such important areas for a child as curiosity, thinking, imagination, memory, logic, and speech.
Through cognitive processes, the child receives and comprehends information. Sensation, perception, thinking, imagination, speech are inseparable parts of a single process of reflecting reality. Sensual visual knowledge of objects and phenomena of the surrounding world creates the initial basis for the formation of the personality of a preschool child.
Summary of a lesson on cognitive development of preschoolers
Summary of direct educational activities based on a systemic activity approach in the preparatory group “Magic Fireworks”
Target
: development of children’s cognitive activity through experimentation in artistic activities.
Educational objective:
Formation and expansion of children's knowledge about the properties of air.
Developmental task
: Development of children's cognitive activity, imagination, logical thinking, ability to make inferences, comparisons, judgments, the ability to draw conclusions.
Educational task:
Fostering a culture of communication while working together with peers, a desire to work in a team, and to provide assistance to partners on a task.
Technology used
: system-activity approach.
The form of organization of educational activities used:
subgroup work.
Form of work:
conversation, observation, discussion, questions, conducting experiments.
Equipment:
Cups, water, cocktail straws, sheets of paper, paints of different colors, soap solution, sponges, chalk, peas, stopwatch, letter, envelope, reproductions of paintings, pictures of artists, video.
Integration of educational areas
: cognitive development;
artistic and aesthetic development. Progress of the lesson: Introduction to the situation
Children enter the group. The teacher meets the children:
Hello guys! I am glad to see you so beautiful, kind, and in a good mood! We will spend this time together. May this meeting bring joy and many new interesting experiences. Let's make each other happy!
Guys, this morning I received a video letter, let’s see who it’s from...
VIDEO LETTER from Nolik
“Dear guys, hello! I am contacting you because I need your help. Simka asked me to draw fireworks for her birthday. But I have to draw it with air. I know what fireworks are, but I don’t know how to draw with air. Help me please. “Well, guys, let’s help Nolik? - Yes! - Do you know how to draw with air? - No! - Let's figure it out. Updating knowledge:
- Let's first remember, what profession do people draw? - Artists
Vosp: Children, but artists are different: architects, animators, designers, restorers... (the teacher accompanies the story by showing pictures). —What do artists usually paint with? - children's answers
Vosk: and not only, look, this picture was made with a ballpoint pen, a simple pencil, colored pencils, wax crayons, watercolors and gouache paints (the teacher accompanies the story with a demonstration) - Can artists paint with air? - we don’t know - Let’s figure it out further then. Let's remember, who knows what about air? - children's answers - Let's check if we really need air. I have a stopwatch, now we will all take a breath and not breathe - let's see how long we can last without it. Children complete the task. - So you lasted just a little bit. Let's see how much time has passed - 8 seconds. - What else do we know about air? - Air is everywhere - Can we touch the air? - No - Can we drink it? - No - So the air is neither liquid nor solid. Is it possible to catch air? Let's try to catch the air using a bag. -Can we feel it? but as? - Breathe The teacher opens the fan and blows on the children - What is happening? - Wind. I see you and I are a little tired. Let's get moving. Physical education minute.
We'll rest a little, stand up, take a deep breath. Hands to the sides, forward. The children walked through the forest and watched nature. They looked up at the sun, and the rays warmed them all. Miracles in our world: Children became dwarfs. And then everyone stood up together, We became giants. Let's clap and stamp our feet! We had a good walk and got a little tired. Guys, where else is there air? To check this, we will experiment a little. Where are the experiments carried out? So you and I will conduct experiments in the laboratory. Put a piece of sponge into the water. What's happening? Are there air bubbles in the sponge? - Yes - Is there any in the chalk? - Yes - So, let's conclude that air is everywhere. And if it is everywhere, then there is air inside us too? - Probably - Let's check. We take in air by inhaling and exhale it through the tube. (Children complete the task). That's how many air bubbles we got! - What conclusion can we draw now? “We also have air.” - Amazing! Now we know a lot about air, we know who can draw and with what. Let's now experiment with this and be artists of the air. The teacher shows the children the prepared material necessary for the experiment. The children come to the table. - Guys, look what we have here. Which of these is necessary for drawing? - Children's answers (paints, water, paper, cups) - Have you noticed that there is not a single brush or pencil here? - Yes - So what do you think we will draw with? - With tubes! - Almost, the tubes will help us, but we will draw, as Nolik requested, with air. Remember how to get air from tubes? - We will blow! - Fine. For magic we will need: a little soap solution, tubes, paints with water, cups and paper. Let's start experimenting. The teacher invites the children to pour some water into cups, add paint and stir it with a straw, add a soap solution and blow out air - bubbles - with a straw. When a lot of foam appears, apply a sheet of paper to the neck of the glass - you will get an imprint - a fireworks display. Children can swap cups to create colorful fireworks. - Well, did everyone succeed? - Yes - You did very beautiful work. How can we send these works to zero? - Put it in an envelope. - How do we put them in an envelope? We'll ruin all the fireworks then, won't we? - We need to let them dry. - And when they dry, we will put them in an envelope and send them to Nolik.
