Theoretical foundations of the problem of cognitive activity of preschool and primary school children

Abstract

This article explores the theoretical foundations and psychological-pedagogical aspects of cognitive activity in preschool and early school-age children. The concept of "cognitive activity" is analyzed in the context of related categories such as "activity," "cognitive activity," and "learning activity," with emphasis on the variability of scientific approaches to its definition. The study highlights the dialectical relationship between cognitive activity, motivation, cognitive needs, interests, and the degree of independence of the individual. Particular attention is paid to the structural components of cognitive activity – emotional-motivational, cognitive, and operational – as well as its levels and forms of manifestation: reproductive, reconstructive and creative. The article outlines how cognitive activity develops in children from early childhood through school age, focusing on psychological processes such as perception, memory, thinking, and understanding. It describes how the child's ability to plan, set goals, and act independently evolves with age and under the influence of properly organized educational conditions. The research also identifies factors and pedagogical strategies that contribute to the effective development of cognitive activity in children, including the creation of success situations, fostering curiosity, applying individual approaches, and engaging students in meaningful, hands-on learning experiences. Additionally, the article discusses different types of cognitive activity – reproductive-imitative, exploratory-executive, and creative – as well as their correlation with various forms of mental engagement. Emphasis is placed on the importance of transitioning from situational to integrated and sustainable forms of activity, which are driven by internal motivation and strong cognitive interests. The role of cognitive independence is also considered as an essential condition and indicator of a child’s intellectual and personal development. The material presented is grounded in the works of leading scholars and offers practical implications for educators, psychologists, and professionals working with young children in educational settings.

Key words: personality activity; cognitive activity; cognitive independence; interest; motive; need; learning.