Psychological Conditions of the Development of Cognitive Activity in Preschool Age

Journal of Educational and Psychological Studies Pub Date : 2019-01-01 DOI:10.17759/PSYEDU.2019110104

I. Samkova

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引用次数: 1

Abstract

The article presents the results of an experimental study of the psychological conditions of the development of cognitive activity in preschool age. The study sample included 89 children from 3 to 7 years old. The hypothesis that the development of cognitive activity is interconnected with the development of visual-figurative thinking and imagination is experimentally confirmed. To identify the age specificity of the relationship between the development of cognitive activity and the development of cognitive abilities, a comparison of the results of the study was carried out using factor analysis separately in each age group. On the basis of this, the psychological conditions for the development of the cognitive activity of preschoolers are defined — this is the development of sign-symbolic mediation and the formation of an inter plan of action. The identified psychological conditions make certain adjustments in the identification of priorities in the educational content for preschoolers, and open up opportunities for creating new educational strategies that will enrich and harmonize the child’s cognitive and emotional development.

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学龄前儿童认知活动发展的心理条件

本文介绍了一项关于学龄前儿童认知活动发展的心理条件的实验研究结果。研究样本包括89名3至7岁的儿童。认知活动的发展与视觉-形象思维和想象力的发展相互联系的假设得到了实验的证实。为了确定认知活动发展与认知能力发展之间关系的年龄特异性，在每个年龄组中分别使用因子分析对研究结果进行比较。在此基础上，界定了学龄前儿童认知活动发展的心理条件——这是符号-符号中介的发展和相互行动计划的形成。确定的心理状况在确定学龄前儿童教育内容的优先次序方面做出了一定的调整，并为创造新的教育策略提供了机会，这些策略将丰富和协调儿童的认知和情感发展。

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

Journal of Educational and Psychological Studies

自引率

0.00%

发文量

审稿时长

12 weeks