Cognitive activity and emotional well-being of an older preschooler: markers of the developing object-spatial environment of preschool educational institution

Abstract Context and relevance. The developmental object-spatial environment (DOSE) is an important condition for the holistic development of preschool children. However, its quality is often assessed primarily in terms of its formal and external characteristics, while children’s actual activity within the environment receives insufficient attention. Children’s cognitive activity and emotional well-being may serve as indicators of its developmental potential. Objective. To examine the relationship between the DOSE in kindergarten and cognitive activity and emotional well-being among older preschool children. Hypothesis. A developmental DOSE is associated with patterns of cognitive activity and emotional well-being among preschool children. Methods and materials. The study involved 41 children aged 6—7 years. The DOSE in the experimental group (16 children) was modified on the basis of observations of the children’s activity. The following measures were used: the Observation Checklist for Integrative Qualities from Continuity between Kindergarten and Primary School: Psychological and Pedagogical Assessment (E.K. Yaglovskaya and I.A. Burlakova), the modified “Three Boxes” method (I.A. Burlakova and E.M. Muratova), and the Children’s Activity Coefficient for Interaction with the DOSE (CAC). The data were analysed using a two-way analysis of variance. The experiment lasted three weeks. Results. The study found an increase in children’s engagement with the DOSE modified as part of the experiment and a tendency towards a greater increase in their cognitive activity. The results of the “Three Boxes” method also indicated a positive change in children’s attitudes towards attending kindergarten. However, no specific effect of the modified DOSE on the composite measure of emotional well-being was found. The findings suggest that cognitive activity responds more rapidly to changes in the object-spatial environment, whereas sustained changes in emotional well-being may require more time. Conclusions. The study hypothesis was partially supported. The CAC directly reflects children’s engagement with the object-spatial environment; cognitive activity may represent an early response to changes in this environment, whereas emotional well-being may be a more delayed and integrative outcome. Assessments of the DOSE should therefore be supplemented with indicators of children’s activity and psychological state. The findings require further confirmation using a larger and more diverse sample and a longer observation period.

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