INFLUENCE OF CHILDREN'S EXPERIMENTATION ON THE FORMATION OF COGNITIVE ACTIVITY IN OLDER PRESCHOOL CHILDREN

Abstract

Currently, education is faced with the task of educating not only a creative, comprehensively developed person, but also flexibly orientated in a constantly changing reality, ready to master fundamentally new areas of activity. Reforming the educational system is associated with the organization of a full-fledged process of cognition, the implementation of developmental education and self-education, the continuity of this process at all its stages. In this regard, a special place is occupied by the problem of studying and developing cognitive activity. This article reveals the importance of the activity approach, which underlies the pedagogical system developed by the author to increase the cognitive activity of children in experimental activity. The dynamics of the levels of development of the cognitive activity of children after the implementation in the educational process of a preschool educational institution (DOE) of a system that includes different types of children's experimentation is shown. The developed pedagogical system to increase the cognitive activity of preschool children includes not only work with preschoolers, but also involves the interaction of kindergarten teachers and parents, as well as work to improve competencies in the use of children's experimentation in the educational process among teachers.