Ways of using the individual's cognitive development to improve the education of preschool children

Abstract

The article reviews a number of important scientific studies devoted to the formation of thinking and the development of cognitive activity in preschool children. Particular attention is paid to how nature and nurture together shape this development and what is the role of children in shaping their own cognitive development. The aim of the article is to analyze the main theories of cognitive development of preschool children and review possible ways of using research on the cognitive development of preschool children to improve their education. It is emphasized that human cognitive development is influenced by cultural and social factors. Cognitive development is defined as a socially mediated process in which children acquire cultural values, beliefs, and problem-solving strategies through joint dialogue with more knowledgeable members of society. The important role of social interaction in the development of mental abilities, such as speech and thinking in children, is recognized, as well as the acquisition of cultural tools by children, that is, methods of thinking and strategies for solving problems that children acquire through social interactions with more knowledgeable members of society. The emphasis is on the fact that the scientific community recognizes the idea of the great Swiss psychologist Jean Piaget that children's thinking goes through a series of four distinct stages. However, there is no agreement among researchers, between those who emphasize non-permanent, stage-by-stage changes in cognitive development and those who emphasize gradual, permanent changes. Understanding of children’s thinking and learning is useful for improving education. The ways in which an adult can “support” a child's learning are considered.

Key words: cognitive development; theories of cognitive development; thinking; education; preschool children.