2313-8971Research result. Pedagogy and Psychology of Education2313-897110.18413/2313-8971-2023-9-2-0-53086PEDAGOGICS<strong>Support of initiative in preschool children in cognitive research activities</strong><strong>Support of initiative in preschool children in cognitive research activities</strong>PronyushkinaTatiana GennadievnaPronyushkinaTatiana GennadievnaTGPron@yandex.ruMurom Institute (branch) of Vladimir State University named after Alexander Grigorievich and Nikolai Grigorievich Stoletovs20239200

Introduction. In modern conditions, the Russian state and society express the need for new educational models that provide comprehensive and favorable development of minors, including preschoolers. Modeling of the process of developing the initiative of preschool children in the context of their inclusion in cognitive research activities has not been sufficiently studied. The purpose of the article is to develop a model to support the initiative of preschoolers in cognitive research activities and describe its phased practical implementation. Research methods: analysis of scientific and educational literature on pedagogy and psychology of preschool age; study of practice and generalization of experience in supporting the initiative of preschool children in cognitive research activities in a preschool educational institution; analysis of documents on the activities of Kindergarten № 1 in Murom; methods of research of various aspects of the initiative preschool children. Results. The model of initiative support for preschool children in cognitive research activity consists of target, criterion and technological blocks implemented in three stages: motivational, educational and activity. It is proved that effective types of cognitive research activities of preschool children in the process of supporting their initiatives are experimentation, collecting, modeling, conducting mini-studies, etc. It is proposed to organize an office, classes in which will ensure the development of primary natural science ideas, observation, curiosity, activity, mental operations in children. It is recommended to introduce methods of organizing cognitive research activities of children and supporting their initiatives into the activities of the preschool educational institution: &ldquo;researcher&#39;s map&rdquo;, creation of layouts and play sets, case method, press conference, festival of children&#39;s research works and projects, virtual excursions. Conclusion. With the help of cognitive research activities, it is possible to form and keep up-to-date the interest of preschool children in research, gaining experience in successful own experimental activities, developing perception, thinking, speech.

Introduction. In modern conditions, the Russian state and society express the need for new educational models that provide comprehensive and favorable development of minors, including preschoolers. Modeling of the process of developing the initiative of preschool children in the context of their inclusion in cognitive research activities has not been sufficiently studied. The purpose of the article is to develop a model to support the initiative of preschoolers in cognitive research activities and describe its phased practical implementation. Research methods: analysis of scientific and educational literature on pedagogy and psychology of preschool age; study of practice and generalization of experience in supporting the initiative of preschool children in cognitive research activities in a preschool educational institution; analysis of documents on the activities of Kindergarten № 1 in Murom; methods of research of various aspects of the initiative preschool children. Results. The model of initiative support for preschool children in cognitive research activity consists of target, criterion and technological blocks implemented in three stages: motivational, educational and activity. It is proved that effective types of cognitive research activities of preschool children in the process of supporting their initiatives are experimentation, collecting, modeling, conducting mini-studies, etc. It is proposed to organize an office, classes in which will ensure the development of primary natural science ideas, observation, curiosity, activity, mental operations in children. It is recommended to introduce methods of organizing cognitive research activities of children and supporting their initiatives into the activities of the preschool educational institution: &ldquo;researcher&#39;s map&rdquo;, creation of layouts and play sets, case method, press conference, festival of children&#39;s research works and projects, virtual excursions. Conclusion. With the help of cognitive research activities, it is possible to form and keep up-to-date the interest of preschool children in research, gaining experience in successful own experimental activities, developing perception, thinking, speech.

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