| Annotation |
The article reflects the results of theoretical and empirical research that reveals approaches to the organization of pedagogical support for the development of cognitive activity of preschoolers using the technology of answers to children’s questions. Preschool children cognitive activity is defined as the motivational basis of activity and research behavior; a personality quality that influences the formation of initiative and independence in various types of activities, during which the child not only masters, but also transforms reality. The aim of the study was to develop a technology for answering children’s questions in order to develop their cognitive activity. Based on the theoretical analysis of psychological and pedagogical research, the article clarifies and systematizes the methodology of children’s issues. According to the author’s concept, productive questions are divided into 3 groups (informative, research, event-based), which are characterized in terms of the expected result for the child, the causality of the content, the degree of manifestation of child activity and age priority. In each of these groups, subspecies of children’s questions are defined, their features and meanings of interpretation are characterized. Based on the generalization of the empirical study results, three tactics of answering a child’s question are revealed: “Simple answer”, “Information search”, “Mini-research”. The potential possibilities of these tactics for the development of children’s cognitive activity, curiosity, independence in research, speech and productive activities are determined. |
| References |
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