Cognitive development according to GEF in preschool educational institutions. Development of cognitive activity

2024 Author: Priscilla Miln | [email protected]. Last modified: 2023-12-16 00:21

A small child is essentially a tireless explorer. He wants to know everything, he is interested in everything and it is imperative to stick his nose everywhere. And how many different and interesting things the kid saw depends on what knowledge he will have.

After all, if a small child sees and does not know anything but an apartment, his thinking is very narrow.

Cognitive development according to the Federal State Educational Standard in the preschool educational institution involves the involvement of the baby in independent activities, the development of his imagination and curiosity.

What gives cognitive activity

In children's institutions, everything is created so that the little researcher can satisfy his curiosity. In order to effectively develop the cognitive sphere of the baby, the best option is to organize and conduct activities 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 around him, acquiresexperience with different subjects. 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 preschool educational institution, the entire program for the upbringing, development and education of children is based on the Federal State Educational Standard. Therefore, educators must strictly adhere to the developed criteria.

What is GEF

The Federal State Educational Standard (FSES) sets 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;
• to the relevant conditions where the main points of the program are implemented;
• to the results achieved by preschool teachers.

Pre-school education is the initial step of universal secondary education. Therefore, so many requirements are imposed on him and uniform standards are introduced that all preschool educational institutions adhere to.

FGOS is a support for developing plans and writing notes of classes aimed at the cognitive development of preschoolers.

The difference between the activities of kids and schoolchildren is the lack of certification. Children are not examined or tested. But the standard allows you to assess the levels and abilities of each child and the effectivenessteacher's work.

Goals and objectives of cognitive activity

Cognitive development according to the GEF in the preschool educational institution pursues the following tasks:

• Encouragement of curiosity, development and identification of the interests of the child.
• Formation of actions aimed at understanding the world around us, development of conscious activity.
• Developing creativity and imagination.
• 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 are becoming aware of time and space, cause and effect.
• Children receive knowledge about their Motherland, they are instilled with common cultural values. Presentations are given about national holidays, customs, traditions.
• Preschoolers get an idea of the planet as a universal home for people, how diverse the inhabitants of the Earth are and what they have in common.
• Children learn about the diversity 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 exploring the world and the surrounding space.

The teacher should build classes in such a way that the kid is interested in research, is independent in his knowledge and shows initiative.

To the main forms aimed at cognitive development inGEF in preschool educational institutions include:

• personal involvement of children in research and activities;
• use of various didactic tasks and games;
• Using learning techniques that help develop children's traits such as imagination, curiosity and language development, vocabulary building, thinking and memory building.

Cognitive development of preschoolers is unthinkable without activity. So that the kids are not passive, original games are used to support their activity.

Knowledge through play

Kids can't imagine their life without play. A normally developing child constantly manipulates objects. This is the basis of the work of educators in cognitive activity.

In the morning the children come to the group. The first step is charging. Such exercises are used as: "collect mushrooms", "smell the flowers", "rays-rays".

After breakfast, the kids work with the nature calendar and in the living corner. During ecological games, activity and curiosity develop.

During the walk, the teacher can use a lot of outdoor games, and there is an observation of nature and its changes. Games based on natural objects help to better assimilate knowledge.

Reading fiction expands, systematizes knowledge, enriches vocabulary.

In kindergarten, whether it is a group or a site, everything is created so that the development of cognitive activitycame naturally and effortlessly.

Doubt is the main argument

How do parents want their child to be? This question has had different answers at different times. If in Soviet times, mothers and fathers sought to raise an obedient "performer" in all respects, capable of working hard at the factory in the future, now many people want to raise a person with an active position, a creative person.

A child, in order for him to be self-sufficient in the future, to have his own opinion, must learn to doubt. And doubts eventually 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 kid to doubt the actual knowledge, in their methods of obtaining.

After all, a baby can simply say and teach something, or you can show how it happens. The child will be able to ask about something, to express his opinion. So the knowledge gained will be much stronger.

After all, you can simply say that a tree does not sink, but a stone will immediately sink to the bottom - and the child, of course, will believe. But if the kid conducts the experiment, he will be able to personally verify this and, most likely, he will try other materials for buoyancy and draw his own conclusions. This is how the first reasoning appears.

The development of cognitive activity is impossible without a doubt. In the modern Federal State Educational Standard, preschool educational institutions have now ceased to simply give knowledge "on a silver platter". After all, if a child says something, he can only remember it.

But think, think and cometo your own conclusion is much more important. After all, doubt is the road to creativity, self-realization and, accordingly, independence and self-sufficiency.

How often today's parents heard in childhood that they were not old enough to argue. It's time to forget about this trend. Teach your children to speak their mind, to doubt and seek the answer.

Cognitive development in kindergarten by age

With age, the baby's capabilities and needs change. Accordingly, both the objects and the entire environment in the group for children of different ages should be different, corresponding to research opportunities.

So, for 2-3-year-olds, all items should be simple and clear, without unnecessary details.

For babies from 3 to 4 years old, toys and objects become more multifaceted, and figurative toys that help develop imagination begin to occupy more space. You can often see a child playing with blocks and imagining them as cars, then building a garage with them, which then becomes a road.

As you get older, objects and environments become more complex. Significant objects play a special role. Figurative and symbolic material comes to the fore after 5 years.

What about the kids?

Features of cognitive development in two-three-year-olds are associated with the present moment and the environment.

All objects surrounding children should be bright, simple and understandable. It is obligatory to have an underlined feature, for example: shape, color,material, size.

Children are especially willing to play with toys that resemble adult objects. They learn to wield things by imitating mom or dad.

Middle group

Cognitive development in the middle group involves the continued expansion of ideas about the world, the development of vocabulary.

Subject toys and household items are required. The group is equipped taking into account the allocation of the necessary zones: a musical, 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 far 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 research of children. For this, several zones are equipped. For example, in winter, material about the cold season is laid out in places accessible to children. It can be a book, cards, themed games.

Throughout the year, the material changes so that each time children get a new batch of ideas to think about. In the process of studying the material provided, kids explore the world around them.

Don't forget about the experiment

Cognitive development according to GEF in preschool educational institutions involves the use of experiments and experiences. They can be carried out at any regime moment: while washing, walking, playing, exercising.

When washing, it is easy to explain to children what rain and slush are. Here they sprinkled it on the sand - it turned out to be mud. The children concluded why it is so often dirty in autumn.

It's interesting to compare water. Here it is raining, but water is flowing from the tap. But you can’t 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.

Children are very impressionable and malleable. Give them food for thought. Topics on cognitive development are selected taking into account the age and requirements of the Federal State Educational Standard. If kids study the properties of objects, then older preschool children are already able to understand the structure of the world.