Description
Knyazeva E. S. Razvitiye predposylok poznavatelnoy refleksii u detey doshkolnogo vozrasta: Dis. na soisk. uch. stepeni kand. psikhol. nauk = [The development of cognitive prerequisites reflection in preschool children] / Mosk. gor. psikhologo-ped. un-t. — M., 2013. — 164 s. — URL: https://psychlib.ru/inc/absid.php?absid=233369.
Rubrics:
• Child psychology → Age related peculiarities
Abstract:
The specificity of backgrounds formation in cognitive reflection while ontogeny, and the factors influencing development of reflective abilities in preschool children, were investigated. A set of experimental methods was revealed, for identifying the prerequisites of cognitive reflection, with age-appropriateв specifity. It was shown that cognitive reflection is finally formed in early-school years and it is a new formation of this period. Preschooler′s background cognitive reflection is manifested only in form of orientation on some components of problem solving. Resources in orientation fully determine the dynamics of later cognitive activity. It was scientifically grounded and proved, that the organization of interaction of different ages in process of solving the problem of cognitive tasks, has a stronger influence on the development of cognitive prerequisites of reflection compared with children of the same age interaction. So, implementation of different-ages interaction can be basis for developing work with preschoolers.
The specificity of backgrounds formation in cognitive reflection while ontogeny, and the factors influencing development of reflective abilities in preschool children, were investigated. A set of experimental methods was revealed, for identifying the prerequisites of cognitive reflection, with age-appropriateв specifity. It was shown that cognitive reflection is finally formed in early-school years and it is a new formation of this period. Preschooler′s background cognitive reflection is manifested only in form of orientation on some components of problem solving. Resources in orientation fully determine the dynamics of later cognitive activity. It was scientifically grounded and proved, that the organization of interaction of different ages in process of solving the problem of cognitive tasks, has a stronger influence on the development of cognitive prerequisites of reflection compared with children of the same age interaction. So, implementation of different-ages interaction can be basis for developing work with preschoolers.
• Open description in electronic catalog: 233369
