The Use of Symbolic Means for Solving Cognitive Tasks in Older Preschoolers
, Student of the Faculty of Psychology of Education, Moscow City Psychological Pedagogical University, Moscow, Russia, firstname.lastname@example.org
We present the results of a replication of the study carried out under the supervision of O.M. Dyachenko in 1995-1997, aimed at studying the individual characteristics of the cognitive development of preschool children. The aim of the presented study was to determine the characteristics of modern symbolic means for solving cognitive tasks use in preschool children. The relevance of replication is due to the importance of the study of the formation and development of various forms of mediation in the preschool age in general and the specific symbolic means in particular, as symbolic means being paired with meanings, are of particular importance in the regulation of human behavior. The study involved 40 students of the Moscow kindergarten at the age of 5 to 6 years. It was shown that the senior preschool age children successfully use symbolic means when performing productive tasks and the performance in cognitive tasks solving using symbolic means in older preschoolers has not changed over the past 20 years.
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