PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT DEVELOPMENT OF COGNITIVE PROCESSES IN CHILDREN OF SENIOR PRESCHOOL AGE

2019 ◽  
Vol 10 (67) ◽  
Author(s):  
N. M. Zelenina
Keyword(s):  
Cognitive Processes ◽  
Preschool Age

scholarly journals ELEMENTS OF FLOORBALL AS A MEANS COGNITIVE OPTIMIZATION PROCESSES AND SPEECH CHILDREN 5-6 YEARS OLD

2020 ◽  
Vol 1 ◽  
pp. 307-316
Author(s):  
Lyudmyla Maksymenko ◽  
◽  
Iryna Skrypka ◽  
Keyword(s):  
Physical Education ◽  
Cognitive Processes ◽  
Physical Development ◽  
Speech Development ◽  
Educational Process ◽  
Preschool Age ◽  
Control Group ◽  
Logical Thinking ◽  
Mental Processes ◽  
Experimental Group

Introduction and Purpose of the Study. Preschool age is the most important period in the process of formation of physical development, cognitive processes and the state of health of the child. It is at this age that motor skills are formed and mastered, the foundation of health is laid, mental processes are formed. However, research in recent years has shown a steady trend towards a significant reduction in health and physical development, cognitive processes of preschool children. Hypothesis. It is assumed that the use of elements of floorball for children 5-6 years in specialized preschool education, will improve cognitive processes and speech. The purpose of the study is to develop organizational and methodological applications of floorball to enhance the development of cognitive processes and speech of children 5-6 years in the process of physical education in secondary education. Materials and methods of research 65 children aged 5-6 years (an experimental group consisted of 30 children, control – 35). Testing of the cognitive sphere and speech involved the assessment of leading mental processes using conventional test tasks. The following methods were used in the work: «Myths» to assess figurative and logical thinking, «Name words» to determine the level of speech development, «Prostav badges» is designed to assess switching and distribution of attention, «Remember pictures» is designed to determine the amount of short-term visual memory. The results of figurative-logical thinking showed an increase of 2.65 points (p˂0.01), in the control – by 1.34 points (p˂0.05). Having determined the level of attention at the beginning of the study, it was found that in the experimental group the indicators of attention increased by 1.55 points (p˂0.01), in the control group - by 1.1 points (p˂0.05). Memory in the experimental group increased by 2.23 points (p˂0.01), in the control – by 1.81 points (p˂0.05). According to the results obtained in the experimental group, speech indicators increased by 2.83 points (p˂0.01), in the control group – by 2.09 points (p˂0.05). Conclusion. The theoretical analysis of the special scientifically-methodical literature shows that the content and orientation of physical education of children in specialized preschool institutions. An alternative may be the introduction into the educational process of innovative approaches to physical education, aimed at corrective work of physical condition, cognitive processes, speech. One of these types is the elements of floorball, which have recently become very popular, do not require consumables and equipment. Key words: elements of floorball, cognitive processes, speech, senior preschool age, physical exercises of sports character.

Correctional and Developmental Program «We Play and Learn» for the Development of Cognitive Processes in Children of Older Preschool Age in the Period of Preparation for School

2021 ◽  
Vol 18 (1) ◽  
pp. 24-30
Author(s):  
M.V. Soboleva
Keyword(s):  
Cognitive Processes ◽  
Effective Means ◽  
Self Esteem ◽  
Educational Environment ◽  
Preschool Age ◽  
Educational Activity ◽  
Routine Activity ◽  
Only Children ◽  
Developmental Program ◽  
Teachers And Parents

The program is correctional and developmental, aimed at the development of cognitive processes in children of senior preschool age 5.5–7 years old, including those with disabilities, during the period of preparation for school. It is designed to ensure the successful mastering of the prerequisites of educational activity through the development of cognitive processes, curiosity, the formation of cognitive interests and actions, as well as the skills of communicative activity in a group of peers. The program is focused on creating a unified educational environment, where active participants in the educational and educational environment are not only children, but also teachers and parents. The formation and development of cognitive interest requires the creation of favorable psychological and pedagogical conditions, and the search for effective means that will not only develop the child’s mental processes and creative abilities, but also strengthen his faith in his own strengths and capabilities, develop self-esteem, which, in his the queue can become a resource for successful adaptation to school. The skill of the teacher at this stage should be manifested in the ability to choose suitable play tools and methods for solving cognitive tasks and tasks in such a way that preparing for school becomes not a routine activity, but a useful and exciting game.

Cognitive Development

2020 ◽  
pp. 197-212
Author(s):  
Lindsey C. Edwards ◽  
Peter K. Isquith
Keyword(s):  
Cognitive Development ◽  
Cochlear Implants ◽  
Cognitive Processes ◽  
Cognitive Abilities ◽  
Language Skills ◽  
Preschool Age ◽  
Intellectual Ability ◽  
Deaf Children ◽  
College Age ◽  
The Impact

The impact of cochlear implants (CIs) on the development of speech and language skills in deaf children is very well documented. The influence of CIs on the development of other cognitive abilities has been much less well researched and the findings are more variable. This chapter first briefly considers the evidence for changes in overall intellectual ability as demonstrated by global measures of IQ. This is followed by discussion of the evidence on the impact of CIs on the specific cognitive functions of attention, memory, and reasoning, each in terms of both verbal and visual/nonverbal processing. Evidence regarding the behavioral manifestations of these cognitive processes is also reviewed, all from preschool age through to college-age individuals. Finally, the implications for assessment of, and intervention for, differences in cognitive development as a result of cochlear implantation are briefly considered.

scholarly journals The development of Self-control of Cognitive Activity in Preschool Age

2014 ◽  
Vol 6 (4) ◽  
pp. 71-80
Author(s):  
T.E. Chernokova
Keyword(s):  
Cognitive Processes ◽  
Control Structure ◽  
Cognitive Activity ◽  
Age Groups ◽  
Preschool Age ◽  
Self Control ◽  
Learning Activities ◽  
Self Awareness ◽  
Metacognitive Development ◽  
Preschool Age Children

We discuss the problem of self-control formation in the context of metacognitive development of children. The hypothesis of the study was that in the preschool age, the structure of self-cognition begins to form, which includes anticipating, process and final self-control. The aim of the study was to identify the dynamics of self-control of cognitive activity in the preschool years. We used an experimental technique in which children were asked to identify the problem and plan of the learning activities, implement it and evaluate the results. The study involved 60 children aged 4 to 7 years. In all age groups higher rates of current and total self-control were found, but the most intensive dynamics were identified in terms of predictive self-control. In the preschool age children occasionally show a formal self-control. At the age of 5-6 years old, the children start to develop the self-control structure, and significant correlations were found between the indicators of current and final self. The most advanced children demonstrate meaningful self-control. This is due not only to the development of self-awareness, arbitrariness and traditionally described cognitive processes, but also to the development of dialectical thinking and metacognitions.

scholarly journals The Possibility of Using Iconic and Symbolic Tools in Teaching Preschoolers (on Example of the Acquisition of the Rainbow Phenomenon)

2014 ◽  
Vol 6 (2) ◽  
pp. 19-34 ◽  
Author(s):  
A.N. Veraksa ◽  
A.E. Gorovaya ◽  
A.V. Kisel
Keyword(s):  
Preschool Children ◽  
Cognitive Processes ◽  
Cognitive Activity ◽  
Preschool Age ◽  
General Intelligence ◽  
Play Activity

The article focuses on use of cognitive activity in preschool children. Particular attention is paid to understanding of the symbolic mediation in the context of the study of play activities. We describe an experiment which purpose was to develop the representations of the rainbow phenomenon in children of preschool age. The formation occurred in two ways: through the use of symbolic means (using models), and through the use of symbols in the play activity. The subjects were preschoolers aged 4-5 years (N = 23) attending preschools in Moscow. The results show that the use of iconic and symbolic tools during development of the phenomenon have been effective when working with preschoolers. The discovered relationship suggests that the application of the iconic and symbolic means represent different cognitive processes: the successful use of symbolic tools is associated with high levels of general intelligence and vocabulary; the use symbolic tools is associated with creativity.

Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Kevin Arceneaux
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Cognitive Processes ◽  
Evolutionary History ◽  
Behavioral Responses ◽  
History Of ◽  
Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

A cognitive approach to cumulative technological culture is useful and necessary but only if it also applies to other species

2020 ◽  
Vol 43 ◽  
Author(s):  
Thibaud Gruber
Keyword(s):  
Social Learning ◽  
Cognitive Processes ◽  
Learning Processes ◽  
Cognitive Approach ◽  
Technological Culture ◽  
Social Learning Processes

Abstract The debate on cumulative technological culture (CTC) is dominated by social-learning discussions, at the expense of other cognitive processes, leading to flawed circular arguments. I welcome the authors' approach to decouple CTC from social-learning processes without minimizing their impact. Yet, this model will only be informative to understand the evolution of CTC if tested in other cultural species.

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

Quantifying the Effects of Background Speech Babble on Preschool Children's Novel Word Learning in a Multisession Paradigm: A Preliminary Study

2020 ◽  
Vol 63 (1) ◽  
pp. 345-356
Author(s):  
Meital Avivi-Reich ◽  
Megan Y. Roberts ◽  
Tina M. Grieco-Calub
Keyword(s):  
Word Learning ◽  
Signal To Noise Ratio ◽  
Preschool Age ◽  
Exposure Condition ◽  
Signal To Noise ◽  
Verbal Recall ◽  
Referent Selection ◽  
Main Effect ◽  
Noise Ratio ◽  
Novel Word Learning

Purpose This study tested the effects of background speech babble on novel word learning in preschool children with a multisession paradigm. Method Eight 3-year-old children were exposed to a total of 8 novel word–object pairs across 2 story books presented digitally. Each story contained 4 novel consonant–vowel–consonant nonwords. Children were exposed to both stories, one in quiet and one in the presence of 4-talker babble presented at 0-dB signal-to-noise ratio. After each story, children's learning was tested with a referent selection task and a verbal recall (naming) task. Children were exposed to and tested on the novel word–object pairs on 5 separate days within a 2-week span. Results A significant main effect of session was found for both referent selection and verbal recall. There was also a significant main effect of exposure condition on referent selection performance, with more referents correctly selected for word–object pairs that were presented in quiet compared to pairs presented in speech babble. Finally, children's verbal recall of novel words was statistically better than baseline performance (i.e., 0%) on Sessions 3–5 for words exposed in quiet, but only on Session 5 for words exposed in speech babble. Conclusions These findings suggest that background speech babble at 0-dB signal-to-noise ratio disrupts novel word learning in preschool-age children. As a result, children may need more time and more exposures of a novel word before they can recognize or verbally recall it.

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