PSYCHOLOGICAL FOUNDATIONS OF THE DEVELOPMENT OF COGNITIVE PROCESSES OF PRESCHOOL CHILDREN

Аннотация

The article discussions the role of interests in the development of cognitive activity of preschoolers, theuse ofdifferent types of settings and theuse of various projects in the practice of modern preschool organizations. Key words: Cognitive activity, cognitive attitude, interest, curiosity, research projects, creative projects, information and practical projects. The problem of the development and formation of cognitive activity of children is one of the most pressing issues in children's psychology. Currently, the concept of” cognitive activity " is widely used in pedagogy and psychology. Scientists have cited various opinions on the meaning of the concept of" cognitive activity". In Particular, M.A. Danilov, A.A. Lyublinskaya, V.K. Buryak, T.I. Shamovas consider cognitive activity as a type or quality of mental activity The term "cognitive activity" is characterized by the selective orientation of a person to the objects and phenomena of the surrounding world, that is, the child has a more complete and deeper constant desire for knowledge. Such an aspiration can be felt in the child even in the preschool period. Efforts to know, understand and learn about the environment will make the child more active. With the pace and intensification of activity development, selective orientation becomes a support for cognitive activity. To do this, it will be necessary to constantly apply the child's actions, stimulate and take into account his desires. Children are innate researchers.The inexhaustible thirst for new experiences, curiosity, constant observation and desire to experiment, the search for new information about the world independently are traditionally perceived as the most important characteristics of children's behavior. Each acquired action of the child, the words learned are news forhim, discovery. Active cognitive research Currently, the relevance of the problem of improving the quality of preschool education has increased the emphasis on the upbringing and development of preschool children. In MTTS, the work of ensuring the comprehensive formation and development of the child is much more accelerated. It is established that the development of the cognitive sphere of the child is carried out through various types of activities. All types of activities form and develop thefollowing aspects ofthechild. These are: - develops curiosity; -develops thecognitivemotivationalfield; -forms cognitiveactions; -forms the child's mind; -expands thechild's imagination; -increases creativeactivity; -forms ideas about theenvironment, environment, people, things. This has a good effect of involving ushun children in all types of activities. It is only advisable that every movement of the child is constantly controlled by adults. The new quality of children's cognitive development is an increase in cognitive interest, an increase in stability, expressed by cognitive motives. Cognitive interest helps a preschool child to important relationships, contacts. The ability to curiosity ensures that the environment is more fully aware of the items. At the same time, cognitive motives, that is,theneeds, inclinations, desires inherent in thechild, also motivate, activate the child to any action. The source of cognitive activity is cognitive need, and the process of satisfying this need is carried out as a search aimed at identifying, opening up and assimilating something unknown. The needs of the child will be directed to different things and at the same 69 INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR RESEARCH & DEVELOPMENT SJIF2019:5.2222020:5.5522021:5.6372022:5.4792023:6.5632024:7,805 eISSN:2394-6334 https://www.ijmrd.in/index.php/imjrd Volume12,issue02(2025) time to have what is needed. Such a variety is also encouraged to know, learn different things. By entering into a relationship with objects, they master their place in space, their all-round structure and significance. Cognitive development The real method of cognitive development of preschool children is experiment. The natural type of research that is conducted ensures that the child is free. The researcher enters into a relaxed relationship with the child in natural conditions, and as a result, the attitude towards knowledge in the child is further elevated. An expert is viewed as a practical activity of a research nature aimed at understanding the properties, qualities, relationships and dependencies of objects and materials. In the experiment, a preschool child works as a researcher who independently and actively studies the world around him, using various forms of influence on him. In the process of experience, the child occupies the position of the subject of cognition and activity. As a result, independent activity increases. Effective methods of cognitive development of preschool children include the development of cognitive interests of children, the independent construction of their own knowledge and information. Research projects (they require a well-though