DEVELOPMENT OF COGNITIVE ACTIVITY OF OLDER PRESCHOOL CHILDREN THROUGH WALKING

This article describes a study aimed at studying the problem of developing cognitive activity in older preschool children through walking in a preschool educational institution. The article reveals the main provisions of the problem of the development of cognitive activity in preschool age, analyzes the role of the content of walks in the development of cognitive activity of children in preschool age, examines the methods and techniques used in the development of cognitive activity of older preschool children, proposed in various sources and the works of the authors-researchers of this problem. As a result, three stages of the study are identified and characterized. In the course of the conducted pedagogical experiment, the initial level of cognitive activity development of older preschoolers is determined and described. Taking into account the results obtained, a complex of walks is being developed and implemented, the content of which includes methods and techniques that stimulate the cognitive activity of older preschool children. The control stage of the experiment allowed us to determine the dynamics in the development of cognitive activity of the respondents of the control and experimental groups after the implementation of the developed walks. Based on the results of the study, the results were analyzed and interpreted. The scientific novelty of the research lies in the development and implementation of walks without disruption of the kindergarten's educational process in order to more effectively develop the cognitive activity of older preschoolers. The article substantiates the effectiveness of using walks with active methods and techniques aimed at developing children's cognitive activity as an educational activity and a regime moment at the stage of preschool education.