SOME FEATURES OF THE DEVELOPMENT PRESCHOOLERS’ COGNITIVE INTEREST BY MEANS OF INFORMATION AND COMMUNICATION TECHNOLOGIES
Journal Title: Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського - Year 2017, Vol 118, Issue 5
Abstract
Some views of scientists on the development of preschool children’s cognitive interest are analysed in the article. Interest is a prerequisite for the organization of educational and cognitive activity, the development of children’s cognitive abilities and initiative, the breeding of their desire to comprehend the essence of phenomena, the strengthening of their skills to learn and comprehend the learning material, etc. Under favourable conditions, interest, acting as a means of living cognition, is subsequently transformed into a firm trait of character which is so necessary in further schooling. To overcome the difficulties associated with instability of preschool aged children’s cognitive interest requires that educators should modernize the educational process and, consequently, search for and apply the latest learning technologies. An important condition for such an update is the introduction of information and communication technologies into the pedagogical process of a modern pre-school educational institution. Since they are sufficiently effective means of developing cognitive interest, positively influencing the development of children’s personal traits, they stimulate them to an active independent cognitive activity. The aim of the article is to consider the possibilities and methods of using information and communication technologies by educators for the purpose of developing preschool children’s cognitive interest. The authors analyze different approaches of scientists to the problem of interpreting the phenomenon of cognitive interest: as a means of teaching, the motive of the learning activity, a stable quality of personality. It is considered that cognitive interests at the preschool age are characterized by the cognitive activity, orientation, aspiration to solve problems and cognitive tasks independently, intention to research, to establish cause-effect relationships. The basis of the preschooler’s cognitive interest is the emotional attitude which is expressed in a positive attitude to the object of interest. Being nascent in the form of emotional interest, it gradually turns into curiosity, and further into the need to explore the object of knowledge. The expediency of using information and communication technologies for the purpose of developing children’s cognitive interest under conditions of a pre-school educational institution is substantiated. The process of training future educators in using information and communication technologies while working with children in the framework of the academic courses «New information technologies in preschool education» and «Computer technologies in working with children» is considered. Some examples of how to use information and communication technologies in work with preschool children are given (computer games, presentations, television programs, educative cartoons, etc.). The requirements for the introduction of information and communication technologies into the pedagogical process of preschool educational institutions are considered.
Authors and Affiliations
Viktoriia Nesterenko, Iryna Mardarova
Keywords
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