Своєрідність вияву пізнавальної самостійності особистості дитини старшого дошкільного віку

Abstract

The article presents the originality of the cognitive independence manifestation of the cognitive independence of the personality of an older pre-school child. The author has proved that the child’s cognitive independence in older pre-school age is an integral part of the personal development process. The success in developing the cognitive independence of older pre-school children is related to their activation in educational activities based on the skillful implementation of the following didactic principles as awareness, activity and independence, creativity, considering the age and individual characteristics of children in the educational process. Cognitive independence is based on the inclusion of creative tasks in the educational process with a view to nurturing and developing a culture of thought and the ability to learn independently in the environment. An important condition for the development of the child’s cognitive independence is the development of creative thinking, which is ensured not by the child’s reproduction of known patterns and actions, namely, the ability of the child to regroup, to consider new things from different points of view, resort to associations. The formation and development of cognitive independence are divided into three levels: low, medium, and high. This sequence will increase cognitive independence. The older pre-school age is the foundation for the development of the basic skills and abilities that a person needs during lifetime. It provides for synergistic development of qualities and processes, reaching the appropriate age of physical and psychological maturity of emotional, intellectual, and voluntary development. It gives the child the opportunity to learn about a new social situation: the transition to systematic schooling, with a new social role for the pupil and the necessary functions and actions that help to learn new educational activities. It is the maturity of cognitive autonomy that ensures success in the development of educational skills in the next stages of school life. Early school-age education is based on the age of a pre-school child and requires appropriate pedagogical interventions. The prospects for further research could be examined by means of scientific analysis to determine the didactic conditions for the development of the cognitive independence of children before school-age