THE DIDACTIC POTENTIAL OF MNEMONIC TECHNOLOGIES IN ENHANCING THE COGNITIVE COMPETENCE OF FUTURE PRESCHOOL EDUCATION TEACHERS

The development of cognitive competence is an essential component of the professional preparation of future preschool education teachers. This article explores the didactic potential of mnemonic technologies as an instructional approach to improving students’ information processing, comprehension, systematization, and long-term retention of educational content. Particular attention is paid to the relationship between mnemonic techniques, associative thinking, logical reasoning, attention, and independent learning. The study employs theoretical analysis, comparative analysis, synthesis, and pedagogical interpretation of scientific literature to identify the educational opportunities of mnemonic technologies in higher education. The findings indicate that the systematic integration of visualization, association, semantic grouping, symbolic coding, and mnemonic models into the teaching process can create favorable conditions for developing students’ cognitive competence. The article also emphasizes that mnemonic techniques should not be limited to mechanical memorization but should support meaningful learning, knowledge transfer, and the development of professional pedagogical thinking. The proposed methodological approach may be applied in the professional training of future preschool education teachers.