A small child is essentially a tireless explorer. He wants to know everything, everything is interesting to him and it is absolutely necessary to stick his nose everywhere. And how much different and interesting the kid saw depends on what knowledge he will possess.
You see, if a small child sees and knows nothing but an apartment, his thinking is very narrow.
The cognitive development according to the Federal State Educational Standard in the preschool educational institution involves the involvement of the baby in independent activity, the development of his imagination and curiosity.
What gives cognitive activity
In institutions, everything is created so that a little researcher can satisfy his curiosity. In order to effectively develop the cognitive sphere of the baby, the best option is the organization and conduct of actions aimed at cognition.
Activity, whatever it may be, is an important component for the harmonious development of the child. Indeed, in the process, the baby learns the space surrounding it, gains experience in interacting with various objects. The child acquires certain knowledge and masters specific skills.
As a result of this, mental and
volitional processes are activated
, mental abilities develop and emotional personality traits are formed.
In the DOE, the entire program for the upbringing, development and training of children is based on the Federal State Educational Standard. Therefore, educators must adhere to the developed criteria.
What is GEF
The Federal State Educational Standard (GEF) presents a certain set of tasks and requirements for the quality of education and upbringing of preschool children, namely:
- to the volume of the educational program and its structure;
- relevant conditions where the main points of the program are implemented;
- to the results that educators teaching preschoolers could achieve.
Preschool education is the initial step of universal secondary education. Therefore, so many requirements are made to it and uniform standards are introduced, which all DOW adhere to.
GEF is a support in order to develop plans and write class notes aimed at the cognitive development of preschool children.
The difference between the activities of children from schoolchildren is in the absence of certification. Children are not tested or tested. But the standard allows you to evaluate the levels and abilities of each child and the effectiveness of the teacher.
The goals and objectives of cognitive activity
The cognitive development of the Federal State Educational Standard in the preschool educational institution has the following tasks:
- Promotion of curiosity, development and identification of the interests of the child.
- The formation of actions aimed at cognition of the world, the development of conscious activity.
- The development of creative inclinations and imagination.
- The formation of knowledge about oneself, other children and people, the environment and the properties of various objects.
- Children get acquainted with concepts such as color, shape, size, quantity. Toddlers begin to become aware of time and space, cause and effect.
- Children receive knowledge about their Motherland, they are instilled with common cultural values. The ideas about national holidays, customs, traditions are given.
- Preschoolers get an idea about the planet as a universal home for people, about how diverse the inhabitants of the Earth are and what they have in common.
- Children learn about the whole variety of flora and fauna and work with local specimens.
Forms of work on the development of cognitive activity
The main condition for working with preschoolers is to focus on their capabilities and develop activities aimed at studying the world and the surrounding space.
The educator should build classes so that the baby is interested in research, is independent in his knowledge and takes the initiative.
The main forms aimed at cognitive development according to the Federal State Educational Standard in the preschool educational institution include:
- personal involvement of children in research and various activities;
- the use of various didactic tasks and games;
- the use of teaching methods that help in the formation of such features in children as imagination, curiosity and development of speech, replenishment of the vocabulary, the formation of thinking and memory.
The cognitive development of preschoolers is unthinkable without activity. To keep the kids not passive, peculiar games are used to support their activity.
Cognition through the game
Kids can’t imagine their life without play. A normally developing child constantly manipulates objects. This is the basis for the work of educators in cognitive activity.
In the morning, the children come to the group. The first thing is charging. Used exercises such as: "collect the mushrooms," "smell the flowers," "rays-rays."
After breakfast, the kids work with the nature calendar and in the living corner. During environmental games, activity and curiosity develops.
During the walk, the teacher can use many outdoor games, and there is an observation of nature and its changes. Games based on natural objects help better learning.
Reading fiction expands, systematizes knowledge, enriches vocabulary.
In a kindergarten, whether it is a group or a site, everything is created so that the development of cognitive activity takes place naturally and naturally.
Doubt is the main argument
How do parents want to see their child? At different times, this question had different answers. If in Soviet times, mothers and fathers sought to educate an obedient in every way "performer" who could work hard at the factory in the future, now many people want to raise a person with an active position, a creative personality.
The child, so that he would be self-sufficient in the future, had his own opinion, must learn to doubt. And doubts ultimately lead to their own conclusion.
The task of the educator is not to question the competence of the teacher and his teachings. The main thing is to teach the baby to doubt the knowledge itself, in their methods of obtaining.
After all, the kid can just say something and teach, or you can show how this happens. The child will be able to ask about something, express his opinion. Thus, the acquired knowledge will be much stronger.
After all, you can simply say that the tree does not sink, and the stone will immediately sink to the bottom - and the child, of course, will believe. But if the baby conducts the experiment, he will be able to personally verify this and, most likely, will try other materials for buoyancy and draw his own conclusions. So the first argument appears.
The development of cognitive activity is impossible without a doubt. In the modern GEF, in the DOW, they no longer just give knowledge “on a silver platter”. After all, if a child says something, he can only remember it.
But to speculate, reflect and come to their own conclusion is much more important. Indeed, doubt is the road to creativity, self-realization and, accordingly, independence and self-sufficiency.
How often current parents heard in childhood that they had not yet grown up to argue. It's time to forget about this trend. Teach your children to express their opinions, doubt and seek the answer.
Cognitive development in preschool education by age
With age, the baby's capabilities and needs change. Accordingly, both objects and the whole environment in the group for children of different ages should be different, corresponding to research opportunities.
So, for 2-3-year-olds, all objects should be simple and clear, without unnecessary details.
For kids from 3 to 4 years old, toys and objects become more multifaceted, and figurative toys that help the development of imagination begin to occupy a larger place. Often you can see a child playing with cubes and representing them with cars, then building a garage out of them, which then becomes expensive.
At an older age, objects and the environment become more complex. A special role is given to iconic objects. Figurative and symbolic material comes to the fore after 5 years.
But what about the kids?
Features of cognitive development in two to three year old babies are associated with the present moment and the environment.
All objects surrounding the children should be bright, simple and understandable. The presence of an underlined sign is mandatory, for example: shape, color, material, size.
Children are especially eager to play with toys reminiscent of adult objects. They learn to wield things by imitating mom or dad.
Middle group
Cognitive development in the middle group involves the continuation of the expansion of ideas about the world, the development of vocabulary.
It is necessary to have plot toys and household items. The group is equipped taking into account the allocation of the necessary zones: a musical, a natural corner, a zone of books, a place for games on the floor.
All the necessary material is placed according to the mosaic principle. This means that the objects used by children are located in several places remote from each other. This is necessary so that the children do not interfere with each other.
Cognitive development in the middle group also involves independent studies of children. For this, several zones are equipped. For example, in winter, material is laid out about the cold season in places accessible to children. It can be a book, cards, thematic games.
Throughout the year, the material changes so that each time the children receive a new batch of ideas for thought. In the process of studying the provided material, the kids explore the world around them.
Do not forget about the experiment
The cognitive development of the GEF in the DOW involves the use of experiments and experiments. They can be carried out at any regimen moment: during washing, walking, playing, exercising.
When washing, it is easy to explain to children what rain and slush are. They sprayed it on the sand to get dirt. The children concluded why it is so dirty in the fall.
It is interesting to compare water. Here it rains, but water flows from the tap. But you cannot drink water from a puddle, but you can drink from a tap. It can rain when there are a lot of clouds, but it can be “mushroom” when the sun is shining.
Kids are very impressionable and malleable. Give them food for thought. Topics for cognitive development are selected taking into account the age and requirements of GEF. If kids learn the properties of objects, then older preschool children are already able to understand the structure of the world.