Abstract
The paper is focused on the investigation of impact of created experimental natural scientific programme for preschool-age children. Our programme concentrates on physics teaching adapted for preschool age in which children have possibilities to make experiments themselves—empirical cognition. Its innovation with respect to other stimulation programmes implemented in the past consists of including connection and thus developing a wide spectrum of intellectual abilities. Primarily, we are focusing on the impact of stimulation programme research on selected psychological variables, specifically intellectual abilities—intellectual maturity. Its second aim is to compare and test the validity of drawing tests designed for intellectual-level investigation of preschool-age children, school maturity, and school readiness. The obtained results do not provide evidence in support of the stimulation programme on developing intellectual/conceptual maturity. The results of the second part of the research (i.e., drawing) shows that the indicative level of intellect, perception, and motor maturity are closely related.
Highlights
Intellectual abilities, their level, possibilities of development, stimulation, and predictability of success are still a topical theme in the field of psychology
We predict that the group of preschool-age children (EG—experimental group) participating in the stimulation programme will show statistically significant intellectual maturity in comparison with the control group (CG) not participating in the programme
From the results of the implemented stimulation programmes for development of intellectual abilities and empirical cognition, we deduce the following hypotheses: Hypothesis 1 (H1): We predict that the group of preschool-age children (EG—experimental group) participating in the stimulation programme will show statistically significant intellectual maturity in comparison with control group (CG) not participating in the programme
Summary
Intellectual abilities, their level, possibilities of development, stimulation, and predictability of success are still a topical theme in the field of psychology. There are, for example, a stimulating environment in which the child is raised, stimulation of communication, sufficiency of books and learning aids, characteristics of family—education, economic status, etc. That is the reason that the attention of psychologists, educators, and instructors has been focused on the area of stimulation, facilitation, and development of these abilities from a very young age through various programmes implemented in the current education. A theoretical background of development/stimulation programmes is created by the constructivist theory of learning. The essence of stimulation programme is to encourage and stimulate through certain systematically created tasks, operations, games, and exercises. Game, and exercise focuses on the development of those psychical functions, which emphasize speech, mathematical, physical, perception, graphomotor, creative, or other abilities [4]
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