Coursework: The development of curiosity and interest as a manifestation of the cognitive activity of preschoolers. Why curiosity is important and how to develop it
Curiosity is inherent in brilliant personalities. Many recognized geniuses have had this trait. important to each of us. There are several reasons that prove this.
Curiosity enhances mental capacity. The mind of an inquisitive person is always in an active state, a person constantly asks questions and finds answers to them. The more often people use their mind, the more flexible and better it starts to work.
Curiosity allows you to discover new ideas. In the absence of curiosity fresh idea, even being in front of a person is not recognized by his mind. For this reason, many great ideas have gone unnoticed.
Curiosity helps to open up new possibilities and see new facets that are usually invisible. Only an inquisitive mind can notice this.
Curiosity increases interest in life. An inquisitive person cannot live a boring life. There is always something interesting noteworthy and study.
Maybe with a few tips.
1.Keep your mind receptive.
This is a necessary condition for the development of curiosity. Learn, forget what you have learned and learn again. Be prepared to change your mind about various commonly known facts that may turn out to be wrong.
2. Don't take anything for granted.
Look deeper under outer shell some parts of the world. Otherwise, you will lose your curiosity. Don't take it for granted what's going on.
3. Keep asking questions.
The best way to get to the bottom of things is to ask questions. You have to find out what it is, why it was made the way it was, when was it made, and by whom? How does it work and why was it created? These questions are a sign of an inquisitive person and his assistants.
4. Don't think anything is boring.
If you think so, then you slam one of the doors of your possibilities. An inquisitive person always sees this door to an interesting and unexplored world. If there is no time to study it, then he will not slam such a door, but leave it open to return here later.
5. Learn with interest.
Do not perceive learning as a heavy duty, otherwise you will not want to study the subject in depth. Motivate yourself to study with interest. Then there will be a great desire to plunge into it headlong and learn everything better.
Thanks to the development of the Internet, simply knowing the facts has become almost useless. And this, in turn, made curiosity and the ability to ask questions especially valuable. Almost any entrepreneur will confirm that curiosity and interest are more important than thorough knowledge of the market.
If knowledge were at the heart of innovation, start-ups would be founded by intellectuals wise with experience and years. However, representatives of the scientific community are usually the least inclined to take risks.
Don't stop asking questions. Don't stop being curious. Never lose your naive faith that new discoveries are just around the corner.
And it's not just about the internet. Curiosity has always been more important than erudition. Einstein, for example, didn't know some widely known facts because he wanted to free his brain for the more important activities of asking questions and presenting.
How to develop curiosity
Of course, some are born more inquisitive than others, but this trait can be developed. The school usually tries to eradicate this quality from us, so formal education will not help you. You will have to.
play
Try this simple game curiosity when sitting in a coffee shop. Try to calculate how much revenue the coffee shop received during the time you were there. Then imagine how much the owners spend on rent, salaries for employees, food, and what kind of profit remains in the end. Then you will wonder how long they will last if things continue in the same vein. And there you will already imagine the next three establishments that will take this place when the coffee shop goes bankrupt.
Be curious at work
Inquisitive employees are constantly learning, trying, and coming up with new ideas that can benefit the company. Don't be afraid to be curious. Even abstract questions that seem to have nothing to do with your day-to-day responsibilities will help you develop and increase your value as an employee.
Don't focus on learning
Learning something new is much easier and faster than we used to think. Of course, when we try to learn something just for the sake of prestige, the process becomes slow and painful. But in a burst of curiosity, you can learn at breakneck speed.
So take an interest in everything. Be curious. And don't forget that explosive growth comes from curiosity, not knowledge.
Ministry of Education and Science of the Kamchatka Territory
GOU SPO "Kamchatka Pedagogical College"
Course work
in Pedagogy
“The development of curiosity and interest as a manifestation cognitive activity in preschoolers"
Completed by a 5th year student
Correspondence department
Specialty 050704
"Preschool education"
Skorokhodova Elena Yurievna
Head Grigoryeva T.N.
Petropavlovsk-Kamchatsky
Introduction ………………………………………………………...……….3
Chapter 1. Fundamentals of the development of cognitive activity……………….5
1.1. The essence of the concept of "cognitive activity" ……………..5
1.2. The concept of "curiosity" and "interest" and their relationship..8
1.3. Characteristics and originality of the cognitive development of preschool children …………………………………………..10
Chapter 2
2.1. Conditions for the development of curiosity and cognitive interest in preschoolers ………………………………………………………..16
2.2. Development of curiosity and interest through the development of cognitive activity …………………………………………...19
2.3. Methods and techniques aimed at increasing the cognitive activity of children………………………………………………………….23
Conclusion …………………………………………………………….26
References ………………………………………………………30
Application ……………………………………………………………31
INTRODUCTION
The interests of the child... How bizarre, fickle, paradoxical for the adult mind. Their logic seems incomprehensible: what for one is a sign of endless pleasure, for which he is ready to work to exhaustion, leaves the other absolutely indifferent.
But is this logic really incomprehensible and the line separating the interests of an adult from the interests of distant childhood is impassable? And if today we do not look for ways to educate the personality little man, then you can not do without the key to its most important education - interest. Interest is a very complex phenomenon. Interest encourages the search for new knowledge, new skills, new ways of working; it makes a person more active, energetic and persistent in these quests. Interest helps to expand and deepen knowledge, improve the quality of work, it contributes creativity person to their activities. Interest in knowledge is manifested in the desire to acquire new information, in the desire to independently search for something new, the need to solve issues that arise in the course of work.
And yet, turning to its study, we can discover, first of all, its properties that are associated with the cognitive attitude of man to the world. It is this desire to learn new things that unites all manifestations of interest. And with all the variety of manifestations of interests, obviously, such as curiosity. To be curious means to be exploratory. An inquisitive person is always an explorer, even if he goes the beaten path. The world before the inquisitive opens up as a world of riddles, a world of problems.
Preschool age is an important period in a person's life. In this age period, the foundations of the future personality are laid, the prerequisites for the physical, mental, and moral development of the child are formed. The significance of interest for the development and improvement of the quality of mental activity and for the general development of the child was shown with the greatest depth by L. S. Vygotsky. He revealed the driving motives - the needs, interests, motivations of the child, which activate the thought and direct it in one direction or another. L. S. Vygotsky said that the development of a child, the development of his abilities is achieved not by the fact that he moves forward with quick steps, ahead of his peers, but by the fact that he broadly and comprehensively covers various types of activities, knowledge, impressions that correspond to his age capabilities . He is interested in everything that surrounds him, is actively involved in the activities available to him, using and expanding his capabilities. It creates a full-fledged basis for its further development. Such a wide, rich, active and versatile acquaintance with the surrounding life and activities is possible only on the basis of broad and diverse interests.
Cognitive activity of a preschooler as an integrative quality of a personality is characterized by an emotionally positive attitude towards cognition, readiness to choose the content and type of activity, the desire to independently search for solutions to cognitive problems, manifests itself in initiative, curiosity towards the world around, contributes to the accumulation of individual experience cognitive activity.
It should be noted that the content of the concept of "curiosity" is still debatable. It is not sufficiently differentiated from the concepts of "interest", "cognitive need", "motive". Such polymorphism is due to the ambiguity of understanding curiosity, the lack of common positions in its study.
Shchukina G.N. considers curiosity as a stage in the development of cognitive interest, at which rather strong expressions of emotions of surprise, joy of learning, satisfaction with activity are found. Curiosity is characterized by a person's desire to penetrate beyond the limits of what he has seen, becoming a stable trait of character, has a significant value in the development of personality.
Based on the above, a topic was chosen for a detailed study: "The development of curiosity and interest as a manifestation of cognitive activity in preschoolers."
CHAPTER 1. BASIS OF DEVELOPMENT OF COGNITIVE ACTIVITY.
1.1. THE ESSENCE OF THE CONCEPT "COGNITIVE ACTIVITY".
Society especially needs people with a high general educational and professional level of training, capable of solving complex social, economic, political, scientific and technical issues. Cognitive activity is a socially significant quality of a person and is formed in activity.
The phenomenon of cognitive activity as one of the most important factors of learning constantly attracts the attention of researchers.
What is cognitive activity? The disclosure of the essence of this concept can begin with the scientific definition of the term activity. Let's turn to verbal sources. AT explanatory dictionary, active- energetic, active; the opposite is passive. In some languages, activity and activity are called, in one word activity .
Teachers of the past considered the development of the child holistically. Ya.A. Kamensky, K.D. Ushinsky, D.Locke, J.J. Rousseau defined cognitive activity as the natural desire of children for knowledge.
There is another group of scientists who understand cognitive activity as a quality of personality. For example, G.I. Shchukina defines “cognitive activity” as a quality of a person, which includes the desire of a person for cognition, expresses an intellectual response to the process of cognition. The quality of the personality "cognitive activity" becomes, in their opinion, with a steady manifestation of the desire for knowledge. This is the structure personal quality, where needs and interests designate a meaningful characteristic, and will represents a form.
The studies reflected in the pedagogical literature have made a huge contribution to the development of the theory of cognitive activity: they contain original ideas, theoretical generalizations, practical advice. From them we see that activity plays an important role in any cognitive process, it is always a decisive condition for the successful activity of the child and his development as a whole. It is known that cognition is the main activity of preschoolers, it is the process of discovering hidden connections and relationships by the child, it is “a new process of penetration of the mind into objective reality”.
As a rule, scientists consider the problem of cognitive activity of children together with activity, as well as in close connection with such a concept as independence. Thus, the condition for the development of cognitive activity, its ascension to the highest level, is the practical research actions of the child himself. And we are once again convinced of this by reading the works of scientists - N.N. Poddyakova, A.V. Zaporozhets, M.I. Lisina and others. By cognitive activity, they understand the independent, initiative activity of the child, aimed at understanding the surrounding reality (as a manifestation of curiosity) and determining the need to solve tasks that are put before him in specific life situations.
Cognitive activity is not innate. It is formed throughout the entire conscious life of a person. The social environment is the condition on which it depends whether the potential opportunity will turn into reality. The level of its development is determined by individual psychological characteristics and conditions of education.
Scientific research and the observations of practitioners testify: where the creativity and independence of children are not legitimately limited, knowledge, as a rule, is acquired formally, i.e. children are not aware of them, and cognitive activity does not reach the proper level in such cases. Thus, the progressive development of a preschooler can occur only under the conditions of the formation of an active-cognitive attitude towards the surrounding reality, the ability to successfully navigate in all the variety of objects, as well as under conditions that give him the opportunity to become the subject of his own cognitive activity. Application of the student-centered model preschool education, as opposed to an authoritarian approach, qualitatively changes the role and place of the child in the cognitive process - the emphasis is shifted to an active person.
The activity of preschool children cannot be assessed only by the level of assimilation of socially specified standards by them. Of particular importance is the child's ability to independently organize himself, to realize his own plan, to develop his own judgment about someone or something, to defend his thought, to show ingenuity, imagination, to combine different impressions. The activity of the child is manifested in his desire to independently redo something, change, discover, learn.
An important source of cognitive activity of a preschooler is the experience of his creative activity, which is based on a system of knowledge and skills. However, cognitive activity cannot be considered as rectilinear motion. This is a spiral movement. The foregoing means that the development of an optimal technology for the formation of certain skills involves not only the determination by adults of the circle of knowledge that the child should learn, but also the coordination of the designed content with the individual experience of each child. Only under such conditions practical tasks are associated with the needs of the performer, with his intentions and values.
It is known that the source of cognitive activity is a cognitive need. And the process of satisfying this need is carried out as a search aimed at identifying, discovering the unknown and assimilating it. Some scientists believe that activity disappears as soon as the problem is solved, i.e., they repeat, the process of understanding ends cognitive activity. Their opponents categorically disagree with this view, believing that it is with understanding that the cycle of activity can begin. We support the second thesis, since many years of practice, experience of working with preschoolers shows that if a child understands new material, realizes what he needs to do and how, he is always active, shows a great desire to complete the task and strives to continue working in this direction, because he wants to to bring that he is able to know, understand and act. This is what the child enjoys. The experience of a situation of success is very important for its further development and is a springboard for overcoming the process of cognition. It turns out that just behind understanding comes a “flash of activity”. This, in turn, evokes positive emotions in the child.
Two main factors determine cognitive activity as a condition for further successful learning: the natural curiosity of children and the stimulating activity of the teacher. The source of the first is the consistent development of the child's initial need for external impressions as a specific human need for new information. Through the uneven mental development of children (temporary delays and deviations from the norm), the difference in intellectual abilities and mechanisms, we have a significant variability in the development of the cognitive activity of a preschooler. Cognitive activity is a natural manifestation of a child's interest in the world around him and is characterized by clear parameters.
Thus, the condition for the development of the cognitive activity of preschool children, their ascension to the highest level is practice, research activity. Of paramount importance is the fact of the successful completion of search operations. The organization of cognitive activity should be based on already developed needs, primarily on the needs of the child in communicating with adults, in approving his actions, deeds, reasoning, and thoughts.
The development of cognitive activity is the ideal option when its formation occurs gradually, evenly, in accordance with the logic of cognition of the objects of the surrounding world and the logic of self-determination of the individual in the environment.
Thus, on the basis of the analysis, we have defined cognitive activity for ourselves as a changing property of the personality, which means the child’s deep conviction in the need for knowledge, creative assimilation of the knowledge system, which is manifested in the awareness of the purpose of the activity, readiness for energetic actions and directly in the cognitive activity.
1.2. THE CONCEPT OF "CURIOSITY" AND "INTEREST" AND THEIR INTERRELATION.
One of the tasks of comprehensive development is the education of curiosity, cognitive interests of children, their readiness for cognitive activity.
Curiosity and cognitive interest are valuable qualities of a person, they express an attitude towards the surrounding life.
The cognitive attitude is not innate, but is formed in the process of education and upbringing, in the process of assimilation by children of social experience, generalized in the system of knowledge, skills and abilities. The process of nurturing curiosity and cognitive interests combines purposeful learning and learning, the guidance of the educator and the independence of the child. The formation of cognitive interests is greatly influenced by life in a team, the assimilation of each other's experience, the accumulation personal experience.
The concepts of "curiosity" and "cognitive interest" have a common basis - a cognitive attitude to the environment. Their difference is expressed in the volume and depth of this relationship, in the degree of activity and independence of children.
Curiosity is the general orientation of a positive attitude towards a wide range of phenomena. The source for the emergence and formation of curiosity is the directly perceived phenomena of life. The child's curiosity is colored by the emotional perception of the surrounding world and constitutes, as it were, the first stage of a cognitive relationship.
Cognitive interest is most often directed to a certain side of life, to a particular phenomenon, object. Cognitive interest includes intellectual activity combined with an emotional attitude and volitional effort.
K.D.Ushinsky called interest in learning "an interest full of thought." What causes interest, the child engages with enthusiasm, with a special enthusiasm, experiencing feelings of satisfaction, joy. Interest increases the child's performance, makes the most difficult and even boring activity exciting.
Cognitive interest is an ally of strong-willed effort in achieving the goal, in overcoming difficulties. On its basis, a creative initiative arises and develops, the search for an independent solution to a particular mental problem, the application of a known or new method of action. Cognitive interest, reflecting an active attitude to the environment, is opposed to indifferent, thoughtless assimilation of knowledge or performance of work without effort of thought, without search, without the joy of success.
Cognitive interest, as it develops, becomes the motive of mental activity, the basis for the formation of an inquisitive mind.
Characteristic features of cognitive interests are: versatility, depth, stability, dynamism, effectiveness.
Versatility is an active cognitive attitude to many objects and phenomena. Multilateral interests are characterized by a significant amount of knowledge, the ability to diversify mental activity.
Depth is characterized by an interest not only in facts, qualities and properties, but also in the essence, causes, interconnections of phenomena.
Stability is expressed in the constancy of interests, in the fact that the child shows interest in a particular phenomenon for a long time, guided by a conscious choice. By the persistence of interests, one can judge the level of mental maturity.
Dynamism lies in the fact that the knowledge acquired by the child is a mobile system that is easily rebuilt, switched, applied variably in different conditions and serve the child in his mental activity.
Efficiency is expressed in the active activity of the child, aimed at familiarizing him with an object or phenomenon, in overcoming difficulties, in the manifestation of a strong-willed effort to achieve a goal.
Forming multilateral, deep, stable, dynamic and effective interests, the educator forms the personality of the child as a whole, enriches his mind.
Curiosity and cognitive interest are interrelated: on the basis of curiosity, children develop a selective interest, and sometimes interest in something particular can excite a general interest - a love of knowledge.
Interests and curiosity are manifested in the cognitive needs of a person. Cognitive interest is manifested in various forms of child activity. Reflecting various phenomena of life in the game, children learn them more deeply, comprehend the connections between them, clarify and verify the correctness of their ideas. The search for knowledge, the inquisitiveness of the mind is revealed most fully when this or that phenomenon arouses interest, nourishes the feelings of the child, and necessary knowledge for their expression yet.
Cognitive interests are also manifested in various types of productive activities, when children reproduce this or that phenomenon, make objects, etc. But in itself the cognitive attitude is not transformed into a more or less persistent cognitive interest. The formation of cognitive interests as a condition for the education of the inquisitive mind is carried out in the process of purposeful training and education.
1.3. CHARACTERISTICS AND ORIGINALITY OF COGNITIVE DEVELOPMENT OF PRESCHOOL CHILDREN.
The desire for knowledge, for mastering skills and abilities in children of early and preschool age is almost inexhaustible. Children's "why" and "what is" have been the subject of numerous studies, as a result of which it has always been necessary to ascertain the enormous strength and intensity of the child's cognitive activity.
It seems that the development and enrichment of the cognitive sphere of children is a complex path that includes two main lines.
1. The accumulation of information about the world around - the gradual enrichment of the child's experience, the saturation of this experience with new knowledge and information about the environment, which causes the cognitive activity of the preschooler. The more aspects of the surrounding reality that open up before the child, the wider his opportunities for the emergence and consolidation of stable cognitive interests.
2. Ordering and systematization of ideas about the world - this line of development of cognitive interests is the gradual expansion and deepening of cognitive interests within the same sphere of reality.
Both always take place in the development of the child. The intensity, degree of expression and content orientation of these processes at each age stage are different.
In the age range of 2-7 years, two periods are placed: "accumulation of information" - 2-4 years and 5-6 years; and two periods of "ordering information" - 4-5 years and 6-7 years.
The periods of "accumulation" and "ordering" of information differ from each other. These differences are determined by the age characteristics of the mental and physiological development of the child.
2-4 years. The first period is the "accumulation" of information.
The object of children's cognition is the rich, diverse, substantive content of their immediate environment. Everything they encounter on their path of knowledge (objects, phenomena, events) is perceived by them as the only one of its kind, as a singularity. They intensively and actively cognize this “single” according to the principle: “What I see, with what I act, I cognize.”
The accumulation is due to:
Personal participation of the child in various situations, events;
The child's observations of real phenomena, objects;
The child's own manipulation with real objects and his active actions in his immediate environment.
By the age of three, children accumulate quite a lot of ideas about the surrounding reality. They are well oriented in their group and in their area, they know the name of the surrounding objects and objects (Who? What?); know different qualities and properties (Which one?). But these ideas are not yet firmly fixed in the minds of children, and they are still poorly oriented in the more complex and hidden from direct view characteristics of objects and phenomena. (Who needs them? How are they used in life?), it is in these questions that babies will have to figure out during the 4th year of life.
In search of new impressions and answers to exciting questions, children begin to push the boundaries of the environment where they lived their previous life (apartment, group, plot, etc.). So gradually, by the age of 4, the child comprehends a huge number of objects and phenomena of our world. However, the accumulated ideas are practically not interconnected in the minds of children.
4-5 years. The second period is the "ordering" of information.
At the age of four, the cognitive development of the child passes to another stage, higher and qualitatively different from the previous one. It is caused by physiological and psychological changes in general development child. Speech becomes the means of knowledge. The ability to receive and correctly understand information transmitted through the word develops. Cognitive activity acquires new form; the child actively responds to figurative and verbal information and can productively assimilate, analyze, remember and operate with it. The vocabulary of children is enriched with words-concepts.
At the age of 4-5 years, 4 main areas of cognitive activity of children can be distinguished:
Acquaintance with objects, phenomena, events that are beyond the direct perception and experience of children;
Establishing links and dependencies between objects, phenomena and events, leading to the appearance in the mind of the child of an integral system of ideas;
Satisfaction of the first manifestations of the electoral interests of children;
Formation of a positive attitude towards the environment.
The level of mental development reached by the age of four allows the child to take another very important step in cognitive development - children of 4-5 years old actively strive to streamline their accumulated ideas about the world around them. This is a difficult task for small child but very nice and interesting. Moreover, he experiences an unconscious constant desire to sort out the "blockages" of the received information about the world, to put them in a "semantic" order. In this, adults are of great help. The child begins to find in the surrounding reality, to build elementary connections depending on individual events, phenomena, objects of the immediate environment, which are basically already in the child's experience.
Individual differences are also visible in what attracts the child more in the world around him. So, for example, two kids enthusiastically dig in the ground. One - to replenish his "collection" with beautiful pebbles and glass, and the other - in search of bugs.
Everything suggests that four-year-old children begin to show a selective attitude towards the world, expressed in a more persistent, directed interest in individual objects or phenomena.
5-6 years. The third period is the "accumulation" of information.
At 5-6 years old, the child boldly “crosses space and time”, everything is interesting to him, everything attracts and attracts him. With the same zeal, he tries to master both what can be comprehended at this age stage, and what he is not yet able to deeply and correctly realize.
However, the opportunities available to a child of senior preschool age for ordering information do not yet allow him to completely process the flow of incoming information about the big world. The discrepancy between the cognitive needs of the child and his ability to process information can lead to an overload of consciousness with various disparate facts and information, many of which children 5-6 years old are not able to comprehend and understand. This harms the process of creating the elementary integrity of the world in the child's mind, often leading to the extinction of cognitive processes.
In children 5-6 years old, there is:
The desire to expand your horizons;
The desire to identify and delve into the connections and relationships existing in our world;
The need to establish oneself in one's attitude to the world around.
In order to satisfy their aspirations, desires, needs, in the arsenal of the 5th anniversary of the child there are various means and methods of knowledge:
Actions and own practical experience (he mastered this quite well);
The word, that is, the stories of adults (this one is already familiar to him, the process of its improvement continues);
Books, TV, etc. as new sources of knowledge.
The level of intellectual skills of a child of 5-6 years old (analysis, comparison, generalization, classification, establishment of patterns) helps him to perceive, comprehend and understand the existing and incoming information about our world more consciously and deeply.
Unlike the age period of 2-4 years, where the accumulation of information also took place, the content that interests children of 5 years old does not concern the immediate environment, but a separate, big world.
6-7 years old. The fourth period is the "ordering" of information.
The information about the world accumulated by the age of 6 is a serious basis for the further development of the cognitive sphere of the child, as well as certain skills in ordering the accumulated and incoming information. Adults will help him in this, who will direct the process of cognition of children 6-7 years old to:
Establishing cause-and-effect relationships of our world;
The process of cognition at this age involves a meaningful ordering of information (the whole world is a system in which everything is interconnected). Understanding the interconnectedness of everything that happens in our world is one of the main points in building a complete elementary picture by a child by comparing, generalizing, reasoning and building hypothetical statements, elementary conclusions, and foreseeing the possible development of events.
So, during preschool childhood, the child is directly involved in mastering the methods of purposeful knowledge and transformation of the world through the development of skills:
Chain setting and planning;
Predicting the possible effects of an action;
Control over the implementation of actions;
Evaluation of results and their correction.
By the age of seven, there is a formation of generalized ideas about space and time, about objects, phenomena, processes and their properties, about basic actions and the most important relationships, about numbers and figures, language and speech. The child develops a cognitive and caring attitude towards the world (“The world is full of secrets and mysteries. I want to know and solve them. I want to save my world. It cannot be harmed”)
In other words, they are always ready to learn what they treat well, and do not even want to hear about what they treat badly, negatively.
This feature of children is widely used by teachers in their work in order to guarantee the effective assimilation of certain information by children. To do this, we first create in children a positive attitude towards the information that we want to convey to them, an atmosphere of general attractiveness, which is the foundation on which knowledge is easily superimposed.
An important characteristic of causal relationships is
temporal sequence: the cause always comes in time
before the investigation. Every objective process unfolds from cause to effect.
To work with children 6-7 years old, it is necessary to draw their attention to the following characteristic side of causal relationships - the same effect can have several causes. For example, the death of a growing flower can be caused by:
An increase (decrease) in air temperature above (below) that at which a flower can exist;
Lack of essential nutrients in the soil;
Lack of the required amount of moisture for plant life (excess moisture);
The fact that someone plucked a flower, etc.
The transition from the effect to the cause is impossible.
Understanding cause-and-effect relationships, the ability to isolate them in the flow of events, phenomena, attempts to manipulate or mentally allow the child to develop in several directions:
Enrichment and formation of the cognitive sphere.
Mental development- mastering the concepts of "cause-effect" is not possible without the ability to analyze phenomena, events, compare them, generalize, reason, make elementary conclusions; the ability to plan one's own and others' actions.
Development of mental skills - memory, attention, imagination, various forms thinking.
The means and methods of cognition of reality by children aged 2-7 are presented in the table (Appendix 1).
In the period of preschool childhood, the primary elementary image of the world is born, which is improved throughout the subsequent life. That is why it is so important during this age period to seriously engage in the development of the cognitive sphere of the child. The cognitive sphere should be considered as a complex formation that provides a normal and full-fledged intellectual existence in the surrounding world.
CHAPTER 2. FORMATION OF CURIOSITY AND COGNITIVE INTERESTS IN PRESCHOOL CHILDREN.
2.1. CONDITIONS FOR THE DEVELOPMENT OF CURIOSITY AND COGNITIVE INTEREST IN PRESCHOOL CHILDREN.
Preschool age is the age of why children. It is most favorable for the cognitive development of children. At the same time, if the appropriate conditions for the implementation of the cognitive direction are not created, the natural possibilities, according to a number of scientists, are neutralized: the child becomes passive in the perception of the world around him, loses interest in the very process of cognition.
The education of curiosity and cognitive interests is carried out in the general system of mental education in the classroom, in play, in work, in communication and does not require any special classes. The main condition for the development of curiosity is the wide familiarization of children with the phenomena of life around them and the education of an active, interested attitude towards them.
The emergence of interest is ensured by the preparation of the appropriate ground, in the content of the concept of which we include:
a) presence external conditions that create the opportunity to receive sufficient impressions in a particular area, to carry out one or another activity;
b) the accumulation of relevant experience, making this activity partially familiar;
c) creating a positive attitude to this activity (or to this subject) in order to “wrap” the child in it, to arouse the desire to engage in and thus provide the psychological prerequisites for interest.
A positive attitude is created in two ways.
The first way to create a positive attitude towards activity is achieved by the formation of positive emotions (and then feelings) in relation to the object of activity, to the process of activity, to the persons with whom the child is dealing; this attitude is formed on the basis of the teacher's expression of a positive attitude towards the child and activity, acquaintance with excellent examples of activity, expression of faith in the strength and capabilities of the child, approval, assistance and expression of a positive attitude towards the achieved results of his activity. From this point of view, success (with a feasible, surmountable difficulty of the task) and its public assessment are of great importance. It is easier to create an emotional relationship if the new activity is at least partially connected with the old interests.
The second way to create a positive conscious attitude to activity lies through the formation of an understanding of the meaning of activity, its personal and social significance. This understanding is achieved with a direct figurative story about the meaning of the activity, an accessible explanation and showing a significant result, etc.
If the cultivation of interest is limited to the creation of a positive attitude, then engaging in this or that activity will be an expression of love or duty. This kind of activity does not yet contain the cognitive nature that is most essential for interest. With the slightest change in attitude, with the disappearance of attractive objects, the child leaves the desire to engage in this activity. Interest arises only in the course of properly organized activities.
1. Preparing the ground for interest:
a) preparation of an external soil for cultivating interest: organizing life and creating favorable conditions that contribute to the emergence of a need for a given object or in a given activity for a given person;
b) the preparation of the internal soil involves the assimilation of known knowledge, skills, on a personal general cognitive orientation.
2. Creation of a positive attitude towards the subject and activity and the transfer of meaning-forming, distant motives into closer, really acting ones. This relation is not yet interest in the true sense of the word, but is the psychological presupposition of interest; it prepares the transition from an externally conditioned need for activity (need, should) to a need accepted by the child.
3. Organization of systematic search activity, in the depths of which a genuine interest is formed, characterized by the appearance of a cognitive attitude and internal motivation associated with the implementation of this activity (“I want to know and be able to.” “They cannot but do this”).
4. Construction of activities in such a way that in the process of work new questions arise and new tasks are set, which would become inexhaustible in this lesson.
The first two moments in the formation of persistent interests acquire especially importance and occupy an independent large place; the work of cultivating an attitude takes a long time (depending on the soil).
All measures taken to form a positive attitude to the subject and activity, which is a necessary prerequisite for interest, follow the two main paths we outlined earlier:
1) creating a positive emotional attitude to the subject and to the activity;
2) ensuring an understanding of the social and personal significance of activities
For the formation of interest and curiosity, all the components of "search activity" are needed. She suggests:
a) the occurrence of bewilderment and a question in the child himself during the activity;
b) setting and acceptance by the child of a task for an independent (or joint with the educator) solution;
c) organization of the search for a solution to the problem, which goes through a number of surmountable difficulties and leads to a positive result;
d) solving a problem (educational, labor, etc.) and showing the perspective of this work, which raises new questions and poses new tasks for solution, due to which the interest becomes inexhaustible and more and more persistent.
Active systematic independent "search" activity and the accompanying experience of the joy of cognition and achievement form a stable dynamic stereotype of cognitive interest, which gradually turns into a quality that characterizes a person.
Genuine interest, formed in the process of specially organized active independent "search" activity, is characterized not only by an emotionally positive attitude towards it and an understanding of the meaning and meaning of this activity. The main thing is that it is characterized by an emotional-cognitive attitude to the process of this activity, which is internally motivated. This means that, in addition to personal and social motives that are external to the activity, motives arise that come from the activity itself (the activity itself begins to induce the child). At the same time, the child not only understands and accepts the purpose of this activity, he not only wants to achieve the goal, but also wants to seek, learn, decide, achieve.
With the correct pedagogical approach of the surrounding people (especially educators, parents), the interests of the child have an unlimited development trend.
The further and deeper the research and search activity goes, the more insatiable interest becomes, the greater the joy and “thirst” for knowledge. The wider the connection of interest with the “core” of the personality and with the previous interests, motives, basic needs of the individual, the wider the connection between the object and activity with broad social motives, the stronger the direct motive coming from the activity, the deeper the interest becomes, the more stable it is.
The connection of the activity of interest with the main attachments, with close people, its correspondence to the basic abilities and prospective possibilities of a person, as well as deep satisfaction in connection with its implementation are the most important prerequisites for persistent interest. The inexhaustibility of questions that arise in the process of activity leads to a constant "non-satiation" of interest, that is, it creates an ever-growing desire to deepen and expand the sphere of knowledge and mastery of this activity. The growing desire to expand the scope of knowledge and the effectiveness of this activity creates a tendency to strengthen interest in this activity and turn it into a "business of life". This tendency and these aspirations, subordinating to themselves all additional motives and interests, are included in the characteristics of the personality. But even this broad system of relations, reflected in the emotional-cognitive orientation, develops in the course of organized search activity, without which genuine interest does not arise.
Interest - as a prototype of external research activity, figuratively speaking, is singled out as an experience of one's attitude towards it and then, as it were, "grows" in the personality.
Thus, a necessary condition for the development of curiosity and cognitive interest in preschoolers is an activity that carries a cognitive function.
2.2. DEVELOPMENT OF COGNITIVE INTERESTS THROUGH THE DEVELOPMENT OF COGNITIVE ACTIVITY.
As D. Godovikova notes, indicators of cognitive activity are:
Attention and special interest in the subject
Emotional attitude to the subject (various emotions caused by the subject).
Actions aimed at better recognition of the object device, understanding of its functional purpose. The total number of these actions is evidence of the intensity of the study. But the quality of actions is especially important, above all their diversity.
The constant pursuit of the subject, even when it is not.
The condition for the development of cognitive activity, raising it to a higher level, is the practice-research actions of the child. Of paramount importance is the fact that such actions are completed successfully. This is how new meanings appear, colored with vivid emotions.
“First, make some fairly simple toys with “secrets”. They are needed in order to put the child in the course of the game in front of an unexpected problem for him. The easiest way is to use a small box as a toy with a “secret”, in which one or several miniature toys can be placed: a spoon, a nesting doll, a car, etc. To make the box difficult to open, shorten the inside (of the box) by 7 mm compared to with external (case). In addition, the back of the case must be sealed. Then the part of the box pushed inside the case cannot simply be pulled out, as we do with matchbox. Make small holes in the back wall of the case and on top of it. Through them, it will be easy to push the boxes with a solid core from a fountain pen or a stick.
Boxes can be made different in shape - cylindrical, pyramidal. You can put glass on top, allowing you to see the contents when you need to attract a child to a toy. Naturally, you can come up with many other "locks" for boxes.
It is not difficult to make such a toy, which we will conditionally call a “slingshot”. Here the "secret" is in its obscure function. Take a small plastic baby bucket shaped like a truncated pyramid. Remove her pen. Drill holes in the four faces of the pyramid and, by threading elastic bands through them, and then pulling them to the disk in the center of the pyramid, strengthen this disk. The fifth elastic band must be attached to the disk and brought out through the hole in the bottom of the bucket and secured here with a ball. "Slingshot" is ready. You put a ball or a rubber toy on the disc and, pulling the ball, launch the ball into flight.
Many very intriguing toys can be constructed; there is a huge scope for your imagination.
Next, lay out a few new or long-hidden and forgotten toys by the child and place one with a “secret” among them. Put a book next to it. Now invite the child to play while you are nearby doing your own thing. Watch him play discreetly for 15-20 minutes.”
On the basis of observation, one of three possible levels of development of the cognitive activity of preschoolers can be diagnosed.
First level.
Children strive for toys that are distinguished by bright perceptual properties, as well as those that are familiar in their functional purpose; there is no interest in objects of unclear purpose. Search external control; objects dominate activity. (The level of interest in external properties subject is determined by the subject itself.)
Second level.
Its essence is the content of the cognitive need and the level of self-organization. Children tend to get acquainted with toys and other objects that have certain functions. Attracts the possibility of their various uses, testing of functional properties, the desire to penetrate into the hidden properties of the subject. However, the regulation of search is subject to emotions. (The level of interest in the functional qualities of the object and the regulation of the search are determined with the help of an adult.)
Third level.
Its essence is new content. Interest and activity are caused by hidden, internal properties of the object, the so-called secrets, and to an even greater extent - internal, conceptual formations; concepts of good and bad, assessments of the actions of people, especially peers. Activity is directed by the goal - to achieve the desired result. The goal may not be achieved, but the desire for success remains for a long time. Variant of this level: the goal must be achieved. (The level of interest in the internal properties of the subject, in concepts and search is self-organization.)
The first level of cognitive activity is more often observed in children aged 3-4 years, it is also possible at the age of 4-5 years. The child is focused on toys of a familiar type and is engaged in repeated actions in which he reproduces the way they are normally used, for example, eating with a spoon, looking in a mirror, combing his hair, placing a cup and plate on the table, then moving objects and repeating actions. Toys, devoid of a known purpose, remain outside the field of his attention. He opens the book for a moment and flips through it, pushes it away. Very quickly, interest in the situation completely disappears. Such a child turns to the teacher for help in all matters with which he has not yet learned to cope on his own.
Second level. Cognitive activity is typical for children 4-5 years old, but quite often found in younger and older children. It is found in the behavior of a different character: the child examines all the toys and quickly selects those that allow him to act with them in a variety of ways, for example, he builds various buildings from cubes, turns them into a house, bridge, tower, road, sofa, etc. From these same cubes trying to make pictures. The child comments on all his actions and accompanies with imitative sounds (“rr”, “shsh”, “ta-ta-ta-ta”, etc.). His actions are numerous, varied, subject to rapidly changing plans, they involve all objects in the field of view.
At first, the child briefly examines objects with a “secret” and includes them in the next plans as substitutes. However, while playing, he notices their special property. Then he focuses on those subjects. After several unsuccessful attempts, he returns to old game by asking a variety of questions to the teacher. It is noteworthy that the interest in the book is longer: the pictures are commented on, correlated with familiar objects and events.
Third level. It is reached by many children of senior preschool age (in some cases it is also observed at a younger age). Characteristics cognitive activity: a cursory examination of all the toys, playful testing of actions that reproduce the purpose (one movement with a spoon in the mouth, one or two movements of rolling the car back and forth with onomatopoeia "rr", a look at the cubes), are replaced by a quick transition to objects of unclear purpose.
Further actions: the child is completely occupied with the study of the subject of an unclear purpose. He first hurriedly examines the toys from all sides, shakes, listens or looks closely, then begins to peer more intently, turn more slowly. Actions are accompanied by comments, assumptions. Prolonged failures force the subject to be put aside, the child seems to focus on some familiar toy. Precisely “as if”, since in fact he keeps looking in the direction of the mystery object. Finally, he can't stand it and tries to reveal the secret of the toy. Even in cases of failure, this type of preschooler's behavior can be characterized as the highest level of cognitive activity.
He shows the same interest in the book: he examines it carefully, tries to connect what is depicted in the pictures into a coherent story. During the game, the kid constantly turns to the teacher, trying to find out his opinion about the good and bad on concrete examples.
The combination of all the signs of children's behavior, of course, is not always so clearly uniform. And yet, it is characteristic and stable enough to serve as the norm.
The formation of cognitive activity from one level to a higher level means:
To create in the child such an attitude to the subject that would correspond to the content of the cognitive need of the next, higher level;
To create conditions under which the child needs to carry out actions of a higher order, regulated not by objects, but by his own intentions.
Both tasks can be solved by specially organized activities and the correct inclusion of communication with an adult in this activity. It is possible to use games aimed at the formation of cognitive activity in all age groups. (Annex 2)
2.3. METHODS AND TECHNIQUES AIMED TO INCREASE THE COGNITIVE ACTIVITY OF CHILDREN.
Optimization of the cognitive activity of children in the educational process constantly attracts the attention of researchers and us, practitioners, since there is a need for improvement pedagogical process in children's institutions.
Modern teachers see great opportunities for this in the improvement of teaching methods.
At senior preschool age, the child changes dramatically: psychophysical functions improve, complex personality neoplasms arise, there is an intensive development of cognitive motives directly related to learning activities, there is a need for intellectual activity and mastery of skills, abilities and knowledge. The basis for the formation of motives learning activities is curiosity and cognitive interest, which are closely related to the desire to learn new things. This quality, with skillful guidance, can develop into a thirst for knowledge, a need for knowledge. The mastery of educational influence lies in the awakening and direction of self-movement, self-development, independent activity of the child, his cognitive activity, creative initiative in solving both life situations and situations specially created by adults. In preschool childhood, cognitive interest arises and develops not by itself, but only under the condition of communication with close adults who are role models.
“Curiosity and cognitive interest are interrelated: on the basis of curiosity, children develop a selective interest, and sometimes an interest in something particular can excite a general interest - a love of knowledge.”
The basis of cognitive interest is active mental activity. Under its influence, the child is capable of long-term and stable concentration of attention, shows independence in solving a mental or practical problem. The positive emotions experienced at the same time - surprise, the joy of success, if he showed a hunch, received the approval of adults - create confidence in his abilities in the child.
Fulfilling the requirements of the program for the mental education of children, for the development of the cognitive activity of children, the educator must not only ensure that the children master the system of knowledge about the surrounding reality that is specific to them. The subject of his special concern should be the methods and methods by which children acquire knowledge, look for answers to questions, follow instructions, solve various problems, and the attitude that they develop towards the fulfillment of the tasks of the educator, those inclinations and interests that in the process educational work from year to year are brought up and strengthened.
Special studies show that the most important psychological and pedagogical moment that determines the cognitive activity of children and their attitude to tasks and activities is the atmosphere that accompanies the entire course of the lesson, from its beginning to the end. Friendly cooperation relieves tension in children, helps to establish close contact with them, foresees a joint search for the unknown. Using questions, a variety of situations, an adult directs the search activity of the child, corrects it. Everything plays a role here - facial expressions, gestures, emotions. The teacher leads the children, but they should not notice this, otherwise authoritarian communication will prevail and activity will manifest itself only at the reproductive level (the child will have an unstable interest in learning, be easily distracted, repeat everything after the model, and refuse to search independently). The teacher, as if wondering about something, or thinking with himself, puts questions, and the children answer. But how happy they are when they themselves find the correct answer to what an adult “could not” answer. But the educator must remember that cooperation is not only help, but also the creation of conditions for the child to manifest independence, independence, and activity.
And yet, you need to know that you can not negatively evaluate the preschooler, the results of his activities. The child has the right to make mistakes, because. he only learns, and learns from his own mistakes, not from others. Our job is to find out. Determine the causes of errors in order to find ways to correct them.
The inquisitiveness of thought and the interests of the child are manifested in his questions, They are generated by the new and unknown, by everything that causes doubt, surprise, bewilderment in the child. They must be treated with care and respect. Answer them in such a way as to support and deepen the curiosity and cognitive interests of the child. At the same time, one should remember the wise advice of V. A. Sukhomlinsky: “Know how to open one thing in the world around the child, but open it so that a piece of life plays in front of the children with all the colors of the rainbow. Always leave something unsaid so that the child wants to return to what he has learned again and again. Counter question of an adult: “What do you think?” - Encourages the child to think independently, strengthens self-confidence. Studies have shown that by asking questions and getting answers to them, the child analyzes the complex facts of life that he encounters. The cognitive activity of the child prompts the adult to explain to him, to show the relationships between phenomena that exist in life.
Surprise is an important ability of the child: it nourishes his cognitive interest. The feeling of surprise can be caused by novelty, unusualness, surprise, inconsistency of something with the child's previous ideas. Interest as a stimulus for cognitive activity is a kind of springboard for cognitive activity, a support for emotional memory, a stimulus for increasing emotional tone, a way to mobilize attention and volitional efforts of the child.
It is necessary to pay attention to whether children are able to be surprised, to find independent solutions in non-standard conditions, whether they experiment; their search actions are variable or monotonous, to what extent they are consistent, productive, accurate, original. It is important that it is possible to say about each child how he behaves when he has problems, what emotional, verbal, behavioral reactions are typical for him. Knowing this, you can choose effective methods and techniques of pedagogical influence. For example, you can unobtrusively create an atmosphere of “brainstorming” in the group, encourage children to analyze and evaluate the ideas put forward, stimulate their fantasy, imagination as creative activity, which is based on the combined abilities to arouse cognitive interest. The latter turns into an inclination, becomes the property of the child, if he gets pleasure from searching, solving problems, overcoming obstacles. His intellectual activity is activated. She shows a penchant for experimentation, strives for success.
To optimize cognitive activity, it is necessary to use constructive, didactic games. They help to visually feel the dynamics of solving a practical problem, to test different ways, vary the idea, correlate it with the practical result.
Increasing cognitive activity in the classroom contributes to teaching children the ability to ask questions. The ability to ask questions, formulate them correctly characterizes the level of understanding, awareness of cognitive material, the degree of interest and development of curiosity.
The method of repetition is also of great importance for increasing cognitive activity and the strength of learning. K.D. Ushinsky wrote: “The educator who understands the nature of memory will incessantly resort to repetition, not in order to repair what is falling apart, but in order to strengthen and bring a new floor on it.” Repetition is the most important didactic principle, without which it is impossible to talk about the strength of the assimilation of knowledge and the education of feelings.
As rightly emphasized by G.P. Usova, training - individual activity children. Each child performs a certain mental or physical work individually, spends individual efforts. That is why it is possible to ensure the development of each child only through individual approach to each student. So, in cognitive activity, an effective form of activating children can be independent work, when everyone acquires specific task. Independent work stimulates the cognitive activity of the child by the fact that he must act on his own, there is no orientation towards a friend. No less significant for the development of cognitive activity is group work(small groups of 3-5 people). With such an organization, it gives the educator ample opportunities for the implementation of a personality-developing approach. This form is an excellent method of studying a child. Understanding the results of targeted observations of the child's behavior in different situations, specifically children's activities makes it possible for the teacher to select a "psychological key" for each pupil.
That is, the main goal of organizing the process of cognition with the aim of its developing influence on the child should be to find such a way to organize the life of children in a group so that the world opens before them in vivid colors, bright and delicate flowers, fairy tales, fantasies, games, through the unique children's creativity. It is necessary to awaken in every child the source of thinking and speech, so that everyone feels like a researcher and a wise thinker, so that their own achievement causes awe in the heart and tempers the will.
If such a system of work is started from a young age, the developing effect of the educational process will be realized. The central point can be identified as an active-cognitive attitude of the child to the world around him, interest in search activities.
Considering all of the above, we can once again verify that effective tool increasing cognitive activity in preschool children is the use of situational cognitive interest, i.e. interest in a particular activity, in a certain cognitive material, given the psychological pattern: the child does not want to be active in uninteresting activities, to act under duress, which causes him only a negative experience, but at the same time, we know that the child can be active for a long time if he's interested, he's surprised. Situational motivation includes interaction with the teacher himself. If a child likes a teacher, it is always interesting in his classes - this also increases the cognitive activity of a preschooler.
Intrinsic motivation is an opportunity during the child's stay in a preschool institution to develop his individual inclinations and abilities. Implementing this aspect, it is necessary to rely on the specific cognitive abilities of each child and create for him an individual development trajectory, which is created by all specialists of the preschool institution.
Thus, in the organization of cognitive activity, it becomes possible to take into account the interests and needs of each child.
For children with high cognitive abilities (the child works with desire, and long time unleashes cognitive tasks, looks for its own methods of action), it is necessary to create conditions for the development and deepening of knowledge.
For children with medium and low cognitive activity (children have a less persistent interest in learning, they have a certain independence, which the teacher supports with the help of questions; children have unstable interest, are easily distracted, refuse to search independently) use individual and additional work. With this approach, teachers preschool institutions there is an opportunity for more differentiated work with each category of children.
In addition, this approach helps to reduce the teaching load, because. the average approach to all children is eliminated, and most importantly, the child's activity increases during cognitive activity.
CONCLUSION.
We have studied the features of the development of curiosity and cognitive interest in preschool children. Recall that the age of 3 to 5 years is a sensitive period for the development of cognitive needs. Therefore, timely and adequate objectification of cognitive interests, their stimulation and development in all spheres of children's activity is very important. Interest in knowledge acts as a guarantee of successful learning and effective educational activities in general. Cognitive interest encompasses all three functions of the learning process traditionally distinguished in didactics: teaching, developing, educational.
Thanks to cognitive interest, curiosity, both knowledge itself and the process of acquiring it can become the driving force for the development of intelligence and an important factor personality education. Gifted children are characterized by a strong desire for knowledge, exploration of the world around them. A gifted child does not tolerate restrictions on his research, and this is his property, manifesting itself quite early on all age stages, continues to be its most important hallmark. The best way for personal development, the real guarantee of high intelligence, is a sincere interest in the world, manifested in cognitive activity, in the desire to use every opportunity to learn something.
A child is born with an innate cognitive orientation, which helps him to adapt at first to new conditions of life. Quite quickly, the cognitive orientation turns into cognitive activity - a state of internal readiness for cognitive activity. It manifests itself in search actions aimed at obtaining new impressions about the world around. With the growth and development of the child, his cognitive activity tends more and more to cognitive activity. In cognitive activity, cognitive interests and curiosity are developed and formed.
Education of curiosity and cognitive interests is carried out in the general system of mental education in the classroom, in games, in work, in communication and does not require any special classes. The main condition for the development of curiosity is the wide familiarization of children with the phenomena of life around them and the education of an active, interested attitude towards them.
The cognitive interests of children become the fuller, the more meaningful their activity, the more natural the connection between words and deeds. The development of creative thought, its implementation into practice is carried out not in one lesson, but in the very process of forming interests based on the enrichment of knowledge, in the system of the educational influence of the educator, as a result of the activities of children.
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Appendix 1
MEANS AND WAYS OF KNOWING REALITY
CHILDREN 2-7 YEARS.
| Group | Facilities | |
| Yaselnaya | Items of the nearest environment. Object-manipulative game. Sensory standards (measures, colors, shapes, sizes). Item substitutes. | Observations. Inspection of objects. Comparison (green like grass, round like a bun). Classification by accessories. |
| Junior | Items of the nearest environment, practical actions with them. Sensory standards. Item substitutes. Feature substitutes (visual models and images of the imagination). | Observations. Examination (color, shape, size, physical properties). Comparisons on one sign or property, establishing relationships of similarity and difference in paired objects. Classification on one basis. Changing the properties of items using actions. Direct analogies to familiar objects. |
| Average. | Variety of items one kind. Objects and phenomena that are beyond the direct perception of children. Words-concepts, words-generalizations. Cognitive fairy tales, stories. Sensory standards. |
Every child is born inquisitive. This is natural property encourages early learning. But in order for the curiosity of the baby to be creative, it must be cultivated.
You should not interfere with the baby in his research activities, otherwise he is unlikely to want to continue it or will be engaged with much less perseverance.
How to develop a child's curiosity so that he retains a desire to learn for life?
. Listen to your child's questions and don't be lazy to answer them. After all, babies are terrible "why". They have a lot to learn, so they constantly ask questions. And it's no wonder you parents often get dizzy from the rain of their questions. Sometimes the desire to answer the hundredth question "why?" what is it?" may not be, but still try not to hide from the inquisitive rain under the umbrella of fatigue or indifference. Do not pull the child, do not be silent. Don't tell him that "You are too small to understand it." All the questions of the crumbs deserve your answer, because it is on this stage he feels everything, examines, tries, listens, and then tries to understand his feelings. When answering, you must definitely take into account the age of your “curiosity”. If the baby does not receive answers to his questions, which are so important to him, then soon he will stop asking. And most importantly, questions can disappear altogether from his life. Therefore, do not be lazy to explain to the baby how the world works, because this is how you make him smarter.
Make peace with research activities baby, and not only take her for granted, but also encourage her. The world is full of exciting things, and for you parents, this is often a disaster, because the child needs to experiment with them. Yes, a child's active exploration of the world can bring confusion and disorder into your home. But you need to understand that by holding back the crumbs, you will prevent him from gaining the experience he needs. Therefore, get rid of the desire to pull the baby up for the sake of maintaining cleanliness and order. It is better to create a zone of complete freedom in the house. Let it be a room (or at least part of a room, garage or basement, in the private sector - a yard), where a child can do absolutely everything: build shelters from chairs and blankets, draw on walls, throw pillows, build sand castles. Each of us sometimes needs nothing to hold back our imagination. And even more so for a child.
A curious kid is interested in everything: what will happen if you pull a cat by the tail, pick a leaf of an indoor flower, put a telephone receiver in water? What happens if you taste the sand or throw it in the face of a playmate, throw a toy car across the room? If your young researcher's experiment becomes dangerous and destructive, you need to stop it by turning your attention and research thought to another object. At the same time, explain to the baby that you are not satisfied not with the process itself, but with its result. To save the house and support the baby scientist, conduct harmless experiments and experiments with your child: mold a pie from dough, collect a bouquet for mom, paint boring wallpapers, blow fluff from a dandelion, sift sand through a sieve, mix food coloring with water, etc. .
. Show and observe the world with your baby. Observation is a wonderful way of knowing the world! museums, playgrounds, lawns, toy stores, parks, zoos, busy streets - a small child has something to learn almost everywhere. Attend exhibitions, concerts, theaters, go on a visit - your child will definitely find something interesting for himself. Share your own observations with the baby, ask him questions and discuss them with him.
. Give the opportunity and just let the child have a variety of experiences. Let the baby swing on the swing, ride down the slide, splash in the children's pool, plant flowers, pull weeds, play ball, sprinkle flour on the dough, draw with chalk, set the table, press the bell button, play with children, actively explore the playground, washing dishes, talking on the phone. The possibilities are many, they are everywhere. The experience gained is valuable in itself, and your comments can make it even more valuable. Everything that the baby does gives him the necessary life experience.
. Encourage your child's imagination and improvisation. After all, your baby is taught not only by you and real world around it, but also a fantasy world that you can create with books, movies, cartoons, television programs. Encourage any games. In his own imagination, your child can become an adult at a picnic, a squirrel in the woods, Puss in Boots or Brer Rabbit, a cashier at the counter or Winnie the Pooh, a dog in a kennel, or whatever. Invite your child to invent their own fairy tales or rewrite those already well known to him. Don't be afraid to mix characters and situations in different fairy tales that your baby knows. Add Baba Yaga to the story of Little Red Riding Hood, Kolobok to the story of the Snow Queen. Ask your child questions: “What would happen if there was the Snow Queen in the place of the Little Red Riding Hood? And how would the heroes live then? Let him come up with his own version of the development of events, stimulating the fantasy with additional questions. And in the meantime, you can calmly wash the dishes or get ready for the exit to the street.
. Do not encourage your child to watch TV often. Since this is the easiest way to turn off active knowledge of the world. Yes, the child is able to learn from some carefully selected children's programs, but this is passive learning. The child begins to expect that all his questions will be resolved with the help of simple images, without personal participation, he believes that all the answers will come to him in the form of ready-made flashing pictures, dancing animals and light motives. Watching all the TV shows in a row will not help your child learn on his own, be an active participant in the cognitive process. Because of sitting in front of the TV, the baby will become an inquisitive student who has no desire to do own discoveries. Therefore, try to sit less at the TV yourself and seat the baby next to you. And if you want your kid to watch a particular program, watch with him.
. Integrate learning into daily life activities. This is achieved with little effort. You can introduce your child to numbers (“Would you like one cookie or two? This is one, this is two”), colors (“Will you wear a red sweater or a blue one? This is red, and this is blue”), letters (“There is a letter” M. "Mother" and "milk" begin with her). You can talk about animals (“This is a cat, she is purring now”). Your goal is not to teach the child to count or read by the age of one and a half, but to plant a spark of interest in these areas of knowledge and create a basis for future learning, the rest the child will learn on his own.
. Change the environment. Move the furniture in the child's room, move the toys with him to other places. Talk about what has changed. Has it become more comfortable? More comfortable? More beautiful? Encourage them to express their point of view and look for the best option in terms of the child's taste.
. When teaching a child, play with him. Learning should be fun. If your child feels that you are forcing him to study, scolding, ridiculing and shouting for failures, if you set difficult tasks for the child beyond his age, forcibly force him to do something, then he will begin to be afraid of studying, afraid to learn something new . Therefore, try to ensure that learning for the child is accompanied by play and fun.
. Be an example for your child. Let the baby understand that you also love to explore the world around you, that learning continues throughout your life. The desire to learn, both for you and for the child, is contagious. Show him an example. Talk about your observations and new knowledge, let the child understand that learning continues throughout life. Your zest for life will be the best role model.
. Dilute the traditions familiar to your baby with experiments. Sometimes deviate from the usual way of life for the baby. For example, feed your child porridge for dinner and soup for breakfast. Or go instead of a kindergarten to a dolphinarium, a park, a theater. An unusual turn of events will give you excellent ground for conversations and stories about different lifestyles. For example, that in Japan they eat misu soup for breakfast. Or that in the time of the kings, children from aristocratic families were taught not in kindergartens and schools, but at home and not teachers, but governesses from different countries. So your kid from childhood will learn to see different ways to solve the same issue and increase his level of erudition. Always ask for your child's opinion various issues. Ask a question about who he likes more - The Little Mermaid or The Lion King, railways or soft toys. Come to the same delight from a dragonfly or a beetle, ask about what he learned new in the garden and what he thinks about the objects around him. Do not be lazy to show how much you are interested in him.
Be a child's friend from childhood - and you will instill in him a taste for life!
Thanks to the development of the Internet, simply knowing the facts has become almost useless. And this, in turn, made curiosity and the ability to ask questions especially valuable. Almost any entrepreneur will confirm that curiosity and interest are more important than thorough knowledge of the market.
If knowledge were at the heart of innovation, start-ups would be founded by intellectuals wise with experience and years. However, representatives of the scientific community are usually the least inclined to take risks.
Don't stop asking questions. Don't stop being curious. Never lose your naive faith that new discoveries are just around the corner.
And it's not just about the internet. Curiosity has always been more important than erudition. Einstein, for example, didn't know some widely known facts because he wanted to free his brain for the more important activities of asking questions and presenting.
How to develop curiosity
Of course, some are born more inquisitive than others, but this trait can be developed. The school usually tries to eradicate this quality from us, so formal education will not help you. You will have to.
play
Try this simple curiosity game while sitting in a coffee shop. Try to calculate how much revenue the coffee shop received during the time you were there. Then imagine how much the owners spend on rent, salaries for employees, food, and what kind of profit remains in the end. Then you will wonder how long they will last if things continue in the same vein. And there you will already imagine the next three establishments that will take this place when the coffee shop goes bankrupt.
Be curious at work
Inquisitive employees are constantly learning, trying, and coming up with new ideas that can benefit the company. Don't be afraid to be curious. Even abstract questions that seem to have nothing to do with your day-to-day responsibilities will help you develop and increase your value as an employee.
Don't focus on learning
Learning something new is much easier and faster than we used to think. Of course, when we try to learn something just for the sake of prestige, the process becomes slow and painful. But in a burst of curiosity, you can learn at breakneck speed.
So take an interest in everything. Be curious. And don't forget that explosive growth comes from curiosity, not knowledge.
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