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Psychological-Educational Studies
2019. Vol. 11, no. 1, 42–56
doi:10.17759/psyedu.2019110104
ISSN: 2587-6139 (online)

Psychological Conditions of the Development of Cognitive Activity in Preschool Age

 
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Abstract

The article presents the results of an experimental study of the psychological conditions of the development of cognitive activity in preschool age. The study sample included 89 children from 3 to 7 years old. The hypothesis that the development of cognitive activity is interconnected with the development of visual-figurative thinking and imagination is experimentally confirmed. To identify the age specificity of the relationship between the development of cognitive activity and the development of cognitive abilities, a comparison of the results of the study was carried out using factor analysis separately in each age group. On the basis of this, the psychological conditions for the development of the cognitive activity of preschoolers are defined — this is the development of sign-symbolic mediation and the formation of an inter plan of action. The identified psychological conditions make certain adjustments in the identification of priorities in the educational content for preschoolers, and open up opportunities for creating new educational strategies that will enrich and harmonize the child’s cognitive and emotional development.

General Information

Keywords: cognitive activity, cognitive initiative, curiosity, visual-figurative thinking, imagination, sign-symbolic mediation, the inner plan of action

Journal rubric: Developmental Psychology

OpenAlex citations: 2

OpenAlex trends: Psychology of Development and Education, Educational Methods and Teacher Development, Education and Professional Development

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Number of citations: 2

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

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Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 53051  |  Total number of citations: 78907

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Education and Professional Development

This cluster of papers explores trends in higher education, focusing on digitalization, pedagogical innovation, professional development, educational technology, sustainability, entrepreneurship, student-centered learning, e-learning, and educational management.

Number of works: 15495  |  Total number of citations: 24995

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Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2019110104

Published

For citation: Samkova, I.A. (2019). Psychological Conditions of the Development of Cognitive Activity in Preschool Age. Psychological-Educational Studies, 11(1), 42–56. (In Russ.). https://doi.org/10.17759/psyedu.2019110104

© Samkova I.A., 2019

License: CC BY-NC 4.0

References

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Information About the Authors

Irina A. Samkova, Senior Lecturer, Department of Preschool Pedagogy and Psychology, Faculty of Educational Psychology, Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-7674-9048, e-mail: isamkova@yandex.ru

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