Age Specifics of Cognitive Activity Development in Preschool Age
Klopotova E.E. PhD (Psychology), associate professor at the Chair of Preschool Pedagogy and Psychology, Department of Educational Psychology, Moscow State University of Psychology and Education, Moscow, Russia, email@example.com Samkova I.A. senior teacher at the Chair of Preschool Pedagogy and Psychology, Department of Educational Psychology, Moscow State University of Psychology and Education, Moscow, Russia, firstname.lastname@example.org
This paper present results of the research on the specifics of cognitive activity development in preschool children. The hypothesis tested was that content and dynamic components of cognitive activity reveal themselves in a different way depending on the stage of preschool childhood. The authors reviewed the diagnostic tools suitable for studying cognitive activity in preschoolers and selected the techniques. The research proved that content and dynamic components of cognitive activity have their own age specifics; it was found that by the end of preschool age cognitive activity is more expressed in verbal form rather than in productive actions. The outcomes of this research may be applied in educational work with children of preschool age.
Keywords: preschooler development, cognitive activity, age specifics, psychological diagnostics, evaluation of cognitive activity development
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