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HE ESSENCE OF THE CONTENT OF THE DEVELOPMENT OF COGNITIVE
ACTIVITY OF CHILDREN OF KINDERGARTEN AGE
A
khmedova Nasiba Acnilovna
JDPU department of general psychology senior teacher
Abstract:
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
of modern 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. When shamovas consider cognitive activity to be a type 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
traditionally perceived as the most important characteristics of children's behavior.
Each acquired action of the child, the words learned are news for him, discovery.
Having satisfied his interest in the process of active cognitive research activities, the child, on the
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 of all 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
creative activity; - forms ideas about the environment, 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
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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 to know, learn different things.
By entering into a relationship with objects, they master their place in space, their all-
round structure and significance. The recorded stages of cognitive development do not exist apart.
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 a generalized attitude towards the world.
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 the world in a child, the formation of concepts under the guise of 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 of cognitive development of preschool children is
experiment.
The natural type of research that is conducted ensures that the child is free. The
researcher enters into a relaxed relationship with the child in natural conditions, and as a result,
the attitude towards knowledge in the child is further elevated. An expert is viewed as a practical
activity of a research nature aimed at understanding the properties, qualities, relationships and
dependencies of objects and materials. In the experiment, a preschool child works as a researcher
who independently and actively studies the world around him, using various forms of influence
on him. In the process of experience, the child occupies the position of the subject of cognition
and activity.
As a result, independent activity increases. Effective methods of cognitive development
of preschool children include activities that ensure the development of cognitive interests of
children, the ability to independently build their knowledge and act in the information space, the
development of critical thinking. In the practice of preschool educational organizations, the
following types of projects are used: Research projects (they require a well-thought-out structure,
are fully subject to the logic of research, involve advancing the assumption to solve the specified
problem, developing ways to solve it, including experimental ones. Children conduct
experiments, discuss. (making results, conclusions, drawing up research results);
Creative projects (as a rule, projects of this type do not have a detailed structure of the
joint activities of the participants, it is characterized and further developed only by subordination
to the genre of the final result, it can be developed as a script for a video. (can be dramatized,
Holiday Program, Video, sports game, entertainment); Game (role-playing) projects (the
structure of these projects is also described only and remains open until the end of work).
Children take on certain roles that are determined by the nature and content of the project. It can
be literary heroes or Fantastic heroes, imitating social or work relationships complicated by
situations invented by participants
Information-practical oriented projects (they are initially aimed at collecting
information about some object, phenomenon; are designed to familiarize project participants
with this information, analyze them and summarize facts. In addition, the result of the project is,
of course, the participants themselves, their social interests. Children collect information, discuss
it and carry out it with a focus on social interests; the results are compiled in the form of stands,
newspapers, stained glass). It is advisable to use cognitive research activities as the main
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formative activity for the cognitive development of an older preschool child. Especially it is
necessary to support the initiative, ingenuity, resourcefulness, criticality, independence of
children.
Listening to the child, taking his mind into account, activates him and motivates him to
the next activity. As a result, the child independently enters any activity, freely explains what he
understands, the child develops openness and freedom. Enjoys his actions, his resourcefulness. In
place of the conclusion, it can be said that the use of various studies, cognitive tasks and various
projects in solving the problem of cognitive development of preschool children is the basis for
the development of cognitive activity of the child. In the implementation of this, the role of
educators is great, and in the process of working with the child in a pedagogical continuous way,
it becomes necessary to work with the cognitive activity of the child.
List of bibliography:
1. Nishanova Z.T., Alimova G.K. Child psychology and its teaching methodology. 2005.
2. Ivanova A.I. Methodology for monitoring the environment and organizing experiments in
kindergarten. - M., 2004.
3. Korotkova N.A. Cognitive and research activities of older preschool children / / kindergarten
child. - 2003. -№3. - B.4-12.
4. Volostnikova A.G. Cognitive interests and their role in personality formation. - M., 1994.
5. Kadyrova M. The role of training in the development of children's perception, Archive
Nauchnix public JSPI: 2020: Archive No. 41 (science.i-edu.uz, jspi.uz).
6. Kadyrova, M. (2020). The role of training in the development of children's perception.
Archive Nauchnix public JSPI.
7. Kadyrova, M. (2020). Rol zanyatiy V formirovanii I razvitii sposobnosti razmishleniya U
detey. Archive Nauchnix public JSPI.
