Psyhological significance of cognitive processes of development through communication for pre-school children

Abstract

The article presents the results of theoretical and empirical studies related to the development of higher mental qualities in preschool children through communication with cognitive ones (memory, at- tention, thinking). Shows the development of cognitive abilities of preschoolers through communication, their properties and features. The study involved 56 children aged 5-6 years (older group), including 29 boys (51.8%) and 27 girls (48.2%). The relevance of the topic is to increase the level of education of preschool children in kindergarten, improve the problem of communication and summing up. Observ- ing the stages of the formation of communication skills in a child, it should be remembered about the educational role in the development of the initial orientation of people, the rough distinction of their condition and the ways of communicating not only with close people, but also with adults and children. Due to the increase in the types of activities in which the child visits a children’s institution, interacts with people, he has the opportunity to see the following actions in new roles, thus the child takes one step in the knowledge of other people. To diagnose the cognitive processes and communication skills of preschoolers, a battery of methods was selected: 9 methods for assessing cognitive abilities, 2 methods for assessing the emotional state (understanding emotions and anxiety), 2 methods for the development of communication skills. Spearman’s correlation coefficient was used to analyze the relationship be- tween indicators of communication and cognitive processes.

Key words: cognitive processes, communication, psyche, child, kindergarten.