THE ROLE OF INNOVATIVE TECHNOLOGIES IN THE DEVELOPMENT OF COGNITIVE ACTIVITY OF CHILDREN OF PRESCHOOL AND YOUNGER SCHOOL AGE

Abstract

The article highlights the role of innovative technologies in the development of cognitive activity of preschool and primary school children; specifies the essence of the concept of "cognitive activity" of preschool and primary school children as an integrative characteristic of the personality, which develops on the basis of internal cognitive needs and manifests itself in an independent desire to master new knowledge, skills and social experience. In the process of analysis, the specifics of the manifestation of cognitive activity development at different age stages were determined. It is proven that the cognitive activity of preschool and primary school children has its own characteristic features associated with age-related changes in mental development, motivational sphere, features of thinking, and activity. It is emphasized that in preschool age, cognitive activity is a natural reaction to the novelty and unknown of the surrounding world and is formed mainly on the basis of curiosity, emotional openness, and exploratory behavior. In the younger school age, cognitive activity becomes more conscious and purposeful: the emphasis shifts from situational curiosity to the desire to acquire systemic knowledge, understanding connections and patterns. The ability to independently set educational tasks, choose ways to solve them, and evaluate the results of one's activities appears. It has been established that the effectiveness of the development of cognitive activity largely depends on the creation of a stimulating learning environment in which the child has the opportunity to show initiative, independence, and creativity. Particular attention is paid to the role of innovative technologies in the process of activating children's cognitive activity. The possibilities of project technologies, technologies for the development of critical thinking, and STEM education as means of emotional and cognitive development are analyzed. It is substantiated that the use of these technologies not only contributes to the assimilation of knowledge but also actively develops key competencies of the 21st century: independence, creative thinking, critical evaluation of information, communication, and the ability to self-study. The feasibility of integrating innovative approaches into the practice of preschool and primary education is substantiated in order to create conditions for the comprehensive development of the child, his self-realization, and the formation of a stable motivation for learning.