HE ESSENCE OF THE CONTENT OF THE DEVELOPMENT OF COGNITIVE ACTIVITY OF CHILDREN OF KINDERGARTEN AGE

Аннотация

The article discusses the role of interests in the development of cognitive activity of preschoolers, the use of different types of settings and the use of various projects in the practice ofmodern 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. Whenshamovas consider cognitive activity to be atype or quality of mental activity, D.B. Godovikova, E.I. And the shcherbakovs-look at the child as a natural desire for knowledge. P.T. Jambazka, T.M. Zemlyanukhina, M.I. Lisina, N.A. While polovnikovs defined the concept of" cognitive activity " as a state of readiness for cognitive activity, T.A. Ilyina, A.I. Raev, G.Ts. Molonov, A.Z. Iogolevich, T.D. Sartorius, Z.F. Chekhov, G.I. According to scholars such as Shchukin, "cognitive activity" is the property or quality of an individual. 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 traditionallyperceived as themost important characteristics ofchildren's behavior. Each acquired action of the child, the words learned are news for him, discovery. Having satisfied his interest in the process ofactive cognitive research activities, the child, onthe one hand, expands his ideas about the world, sees the diversity of the world in the system of interdependencies and interdependencies, on the other hand, develops the ability to develop his knowledge. In this, the formation and development of child perception is ensured. In turn, the development ofall psychological processes occurs. 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 the following aspects of the child. These are: - develops curiosity; - develops the cognitive motivational field; - forms cognitive actions; - forms the child's mind; - expands the child'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, the needs, inclinations, desires inherent in the child, 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 63 Volume 4, issue 2, 2025 identifying, opening up and assimilating something unknown. The needs of the child will be directed to different things and at the same time to have what is needed. Such a variety is also encouraged toknow, learn different things. By entering into a relationship with objects, they master their place in space, their all- round structure and significance. Therecorded stages ofcognitive development donot existapart. In practice, they are extremely complex compounds and relationships and characterize the cognitive development of the child as an evolutionary process. Another aspect of child cognitive development is ageneralized attitudetowards theworld. This is described as follows: The cognitive attitude inherent in the child is this-the world is wonderful, full of secrets, and the child wants to know, solve this wonderful; The next attitude is a cautious attitude. The child understands such an attitude in a protective, protective way. Protection of theworld inachild, theformation ofconcepts under theguiseof preservation; A creative attitude is another important attitude for a child - the world is very beautiful - it manifests itself in the form that I want to preserve and enhance this beauty. The feeling of beauty in a child provides the formation of cognitive cognition, such as pleasure from it, admiration, pleasure. The real method