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Development of cognitive reflection prerequisites in pre-school children
Knyazeva E.S., Post-graduate Student, Chair of Preschool Education and Psychology, Department of Psychology of Education, Moscow State University of Psychology and Education, Psychologist, Children Center, Moscow State University of Psychology and Education
We present a study of factors that promote the development of cognitive reflection prerequisites in pre-school children. We suggested that the interaction between children of different age groups in the process of solving cognitive tasks contributes to the development of cognitive reflection prerequisites. The experiment was attended by 90 children (senior kindergarten groups, age 5 to 6 years), divided into three groups. Group A members interacted with children aged 4 to 5 years (younger ones) during cognitive tasks solving. Group B members interacted with children aged 6 to 7 years (older ones), and the control group C members interacted with peers (i.e., the factor of different ages interaction did not affected this group). We revealed that the interaction between children of different age while solving cognitive tasks has a stimulating effect on cognitive reflection prerequisites to a greater extent than the interaction of children with their peers in similar activities (higher rates by 54% and 53% in groups A and B, respectively, and at 19% in group C). We conclude the possibility of using different ages interaction factor in creating programs for the development of cognitive prerequisites reflection in preschoolers.
Keywords: cognitive reflection, orientation, cognitive tasks, cognitive reflection development, educational process, interaction, pre-school age.
Column: Developmental Psychology