Features of formation of the cognitive activity of children of middle school age using simple experiments

ScienceRise Pedagogical Education Pub Date : 2022-09-30 DOI:10.15587/2519-4984.2022.263615

O. Stupak, M. Dyachuk

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Abstract

The article reveals the content of the concept of cognitive activity of children of middle preschool age, which was considered through the prism of the child's personal development and its influence on the child's intellectual sphere, therefore, cognitive activity develops through cognitive operation. The peculiarities of the use of simple experiments in the preschool education institution, which create prerequisites for the formation of cognitive activity, intuition towards nature and understanding of its meaning and acquisition of nature research skills, are analyzed. Identified components of cognitive activity: motivational, cognitive, activity, evaluative. The following practices (interviews with educators, questionnaires) and research methods were determined for pedagogical diagnosis of the levels of formation of the cognitive activity of children of middle preschool age: diagnostic method of cognitive development "What objects are hidden in the pictures?" (R. Nemov), the method of diagnosing the psychosocial maturity of children's behavior (O. Taran), the method of D. Godovikova, the method of examining the cognitive development of children by E. Strebeleva. The presented results of an experimental study of the peculiarities of formation of the cognitive activity of children of middle preschool age showed mainly an average and low level of development. The presented method of forming the cognitive activity of children of middle preschool age by means of simple experiments provided for a number of specially selected simple experiments that were included in classes from different sections of the program. The selected experiments were aimed at forming the cognitive activity of children of the middle group, and were diverse in terms of subject matter and duration. The results of observation of children after the implementation of the method showed increased interest in cognitive activities, motivation to independent search for the causes and consequences of various natural phenomena, etc

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运用简单实验研究中学年龄儿童认知活动的形成特征

本文揭示了中学龄前儿童认知活动概念的内容，是通过儿童个人发展及其对儿童智力领域影响的棱镜来考虑的，因此，认知活动是通过认知操作来发展的。分析了幼儿在学前教育机构中使用简单实验的特殊性，它为认知活动的形成、对自然的直觉和对自然意义的理解以及自然研究技能的获得创造了先决条件。已确定的认知活动组成部分:动机性，认知性，活动性，评价性。确定了以下实践(教育者访谈、问卷调查)和研究方法对中学龄前儿童认知活动形成水平进行教学诊断:认知发展诊断方法“图片中隐藏了什么对象?”(R. Nemov)，诊断儿童行为的心理社会成熟度的方法(O. Taran)， D. Godovikova的方法，E. Strebeleva检查儿童认知发展的方法。对中学龄前儿童认知活动形成特点的实验研究结果显示，中学龄前儿童的认知活动发育主要处于中等水平和低水平。本文提出的通过简单实验来形成中学龄前儿童认知活动的方法，提供了一些特别选择的简单实验，这些实验包括在课程的不同部分。所选实验的目的是形成中间组儿童的认知活动，在主题和持续时间上是多样的。实施该方法后的观察结果显示，儿童对认知活动的兴趣增加，对各种自然现象的因果进行独立探索的动机增加等

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

ScienceRise Pedagogical Education

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审稿时长

6 weeks