THE ESSENCE OF INTELLECTUAL DEVELOPMENT AND FEATURES OF THE DEVELOPMENT OF INTELLIGENCE OF A PRESCHOOLER

Abstract

The initial condition for the formation of intellectual skills of preschool children is the goals and objectives of the educational process, embodied in the relevant concepts. The relevance of the problem of intellectual development of preschool children in kindergarten requires a thorough analysis of research and literary sources on the issue under consideration. R. S. Nemov in his works defines intellectual development as the development of logical thinking and speech. He put forward the idea that it is at this age that children master some rational ways to study the external properties of objects using a system of socially developed sensory standards. Using them, they learn to perceive complex things in a differentiated way, to analyze them.

This problem, in turn, was studied by psychologists P. Ya.Halperin and A.V. Zaporozhets, who argue that the forms used in preschool childhood, cognition are the basis of the child's further educational activities. According to K. V. Bardin, negative results can be achieved without assessing the seriousness of this problem. Thus, it is important to form the child's readiness for educational activities even at preschool age.

The intellectual development of preschool children is a systematic and purposeful pedagogical impact on a young person in order to develop mental skills. This process is accompanied by the systematic assimilation by a growing Person of the socio-historical experience accumulated by society and presented in knowledge, skills and abilities, norms, rules, assessments, etc. The essence of intellectual development should be understood as the level of development of mental abilities, the stock of knowledge and the development of cognitive processes, that is, it should be specific: the horizon, the arsenal of specific knowledge, in understanding the basic laws. The human mind represents such a function of the brain, which consists in an accurate and adequate representation of the laws of the phenomena of the surrounding world and, on this basis, regulates both objective reality and human activities aimed at improving itself. In the broadest sense of the word, the mind is a set of cognitive processes, from feelings and perception to thinking and imagination. A developed mind is characterized by an interest in knowing uncertainty, complementing existing knowledge, and a broad, fairly stable and deep cognitive interest.