Cognitive development preschool: Preschool cognitive development overview and techniques

Cognitive Development in Early Childhood: Stages, Benefits and Examples

Cognitive development in early childhood means how children think, explore and figure things out. It is the development of knowledge, skills, problem solving and dispositions, which help children to think about and understand the world around them. Brain development is part of cognitive development.

Cognitive development refers to a set of intellectual abilities that researchers consider to be ‘normal’ for an infant, toddler, pre-schooler or kindergartener. In other words, it’s the quantification, or systematisation of how much a child should be able to do or understand by a certain age.

Examples of cognitive skills

Some of the most important cognitive skills for a child are:

• Attention and response
• Language learning
• Memory
• Thinking
• Information processing
• Problem-solving
• Simple reasoning
• Understanding cause and effect
• Pattern recognition

Swiss psychologist Jean Piaget came up with the theory of cognitive development in 1952. According to Piaget, the environment does not shape the child’s behaviour; rather, children and adults actively seek to understand their environment and adapt.

Piaget’s theory is the most comprehensive theory of cognitive development in children. The theory propagated that we can learn as much about children’s intellectual development from their incorrect answers to test questions as we can from their correct answers. He describes four distinct stages in cognitive development in children: sensorimotor, preoperational, concrete, and formal.

The four stages of growth:

1. Sensorimotor Stage: This is the stage from birth to age 2 where the child is able to differentiate between himself/herself and the environment.
2. Preoperational Stage: At this stage (age 2–7), the child needs concrete physical situations. Objects are classified in simple ways based on their important features. The child is not able to conceptualise abstractly.
3. Concrete Operational Stage: At this stage (age 7–11), the child begins to think abstractly and conceptualise things, creating logical structures that explain the child’s physical experiences.
4. Formal Operations Stage: This is the stage from age 11–15 in which cognition reaches its final form. The child’s abstract thinking is similar to that of an adult, and he or she is capable of deductive and hypothetical reasoning.

Benefits of cognitive development:

• Promotes long-term learning: Learning, as we all know, is a lifelong process. Cognitive learning encourages students to take a hands-on approach to learning which will help them make important decisions later in life by studying all the pros and cons.
• Develops problem-solving skills: Problem-solving skills are essential later in life, both for career-building and for managing a family.
• Improves comprehension: Cognitive learning helps students to comprehend things clearly and develop a deeper understanding of situations and circumstances.
• Improves confidence: With deeper comprehension skills and more knowledge, children can approach life with greater enthusiasm and confidence, helping them be successful in all their endeavours.
• Improves memory: A deeper understanding of the subject makes the student retain the knowledge gained for a longer time, thus improving their memory.
• Instills a love of learning: Concept-based education instills a lifelong love of learning in the student, pushing them to continue gaining knowledge and developing new skills. Both of these things are important for career success.
• Emphasises innovation: In cognitive learning, students reflect on problems, explore different ideas and come up with new solutions.

Children should be able to improve their ability to focus, to remember information and think more critically as they age. Cognitive skills allow children to understand the relationships between ideas, to grasp the process of cause and effect and to improve their analytical skills.

Why an early focus on cognitive skills is crucial

Some young children may have developmental delays or challenges that can be identified and addressed if caught early. Because of this, parents, teachers and caretakers should keenly observe each child’s development and address any issues as early as possible. This can prevent the child from struggling later on in life.

In a fast-developing, competitive world, cognitive skill development from an early age is very crucial for a child. Young children grow physically during their early childhood, and they also grow mentally by observing and interacting with the world around them. It is important for parents to foster cognitive development in their child as soon as the child is born, because it is the foundation for the child’s success later on in their life. For example, research shows that children who can distinguish sounds at six months of age are better at acquiring the skills for learning to read at four and five years of age.

To promote your child’s cognitive development, it is important that you actively engage in quality interactions on a daily basis. Examples include:

• Talk to your baby. You can start doing this while you’re pregnant. One important aspect of a child’s cognitive development is language learning. Research has proven that children acquire language abilities long before birth. At birth, babies recognise their mother’s voice and can discriminate between the language spoken by the mother and foreign languages. It is important for the mother to keep up a conversation with her child, even when he or she is still in the womb.
• Help your baby learn the names of objects. Once your baby has been born, continue talking to them, and share the names of commonly used objects. Studies have shown that talking to babies boosts their brain power and helps them to learn languages faster.
• Let your children explore and observe. Children have a natural curiosity for the things around them, and they should be allowed to explore and learn things by observing. Overly protective parents may actually hinder their child’s natural growth and learning.
• Singing and reading to your baby. Studies have shown that music helps children develop healthy skills as it soothes and creates a positive environment.
• Exposing your toddler to books and puzzles.
• Expanding on your child’s interests in specific learning activities. For example, your toddler might show an early interest in dinosaurs, so you can take him/her on a trip to the natural history museum to learn more about the time that these creatures roamed the earth.
• Answer your child’s questions. As your child grows up and starts asking questions, answer them accurately and patiently. Children are naturally inquisitive. Parents should whet their children’s curiosity, since it will help them learn.

Another way that you can foster your child’s cognitive development is to provide them with choices and prompt them to make thoughtful decisions. You should also allow your child to explore different ways of solving problems. While you may want to provide some gentle guidance and encouragement, allow your child some time to figure out things, like a new puzzle. This may require some patience on your part, but it will ultimately help them to learn.

Building a strong foundation for future success

Research has shown that there is a strong link between the development a child undergoes in early childhood and the level of success they experience later in life. The brain is the most incredible network of information processing, and both interpretation and thinking skills improve as children learn. Parents, teachers and caretakers should help children develop their cognitive skills at an early age so that they can grow up with confidence and with the skills to succeed.

If a child does seem to have a learning disability, it is important to seek help from a qualified professional. Today, there are various methods to assess and train children who have learning disabilities. Not all children are born with the same cognitive abilities, but they all have the potential to develop into able and efficient individuals. With the help of caring, nurturing parents and teachers, children can utilise their potential to a maximum extent and grow up to be well-rounded and successful individuals.

Should you wish to deepen your knowledge and skills to develop your child’s cognitive abilities, why not enrol for our Diploma in Early Childhood Development and become the best parent or caretaker you can possibly be!

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Cognitive Development In Preschool Children

Your three-year-old will spend most of her waking hours questioning everything that happens around her. She loves to ask “Why do I have to . . . ?” and she’ll pay close attention to your answers as long as they’re simple and to the point. Don’t feel that you have to explain your rules fully; she can’t yet understand such reasoning and isn’t interested in it anyway. If you try to have this kind of “serious” conversation, you’ll see her stare into space or turn her attention to more entertaining matters, such as a toy across the room or a truck passing outside the window. Instead, telling her to do something “because it’s good for you” or “so you don’t get hurt” will make more sense to her than a detailed explanation.

Your child’s more abstract “why” questions may be more difficult, partly because there may be hundreds of them each day and also because some of them have no answers—or none that you know. If the question is “Why does the sun shine?” or “Why can’t the dog talk to me?” you can answer that you don’t know, or invite her to look into the question further by finding a book about the sun or about dogs. Be sure to take these questions seriously. As you do, you help broaden your child’s knowledge, feed her curiosity, and teach her to think more clearly.

When your three-year-old is faced with specific learning challenges, you’ll find her reasoning still rather one-sided. She can’t yet see an issue from two angles, nor can she solve problems that require her to look at more than one factor at the same time. For example, if you take two equal cups of water and pour one into a short, fat container and the other into a tall, skinny one, she’ll probably say the tall container holds more water than the short. Even if she sees the two equal cups to start with and watches you pour, she’ll come up with the same answer. By her logic, the taller container is “bigger” and therefore must hold more. At around age seven, children finally understand that they have to look at multiple aspects of a problem before arriving at an answer.

At about three years of age, your child’s sense of time will become much clearer. Now she’ll know her own daily routine and will try hard to figure out the routines of others. For example, she may eagerly watch for the mail carrier who arrives every day, but be perplexed that trash is picked up only one day out of seven. She’ll understand that certain special events, such as holidays and birthdays, occur every once in a while, but even if she can tell you how old she is, she’ll have no real sense of the length of a year.

But if you have any questions or concerns about your three-year-old’s development, you should discuss it with your pediatrician. If he agrees that there is reason for concern, he will refer your child for further testing.

By age four, your child is beginning to explore many basic concepts that will be taught in greater detail in school. For example, he now understands that the day is divided into morning, afternoon, and night, and that there are different seasons. By the time he’s five and entering kindergarten, he may know some days of the week and that each day is measured in hours and minutes. He also may comprehend the essential ideas of counting, the alphabet, size relationships (big versus small), and the names of geometric shapes.

There are many good children’s books that illustrate these concepts, but don’t feel compelled to rush things. There’s no advantage to him learning them this early, and if he feels pressured to perform now, he actually may resist learning when he gets to school.

The best approach is to offer your child a wide range of learning opportunities. For instance, this is the perfect age to introduce him to zoos and museums, if you haven’t done so already. Many museums have special sections designed for children, where he can actively experience the learning process. At the same time, you should respect his special interests and talents. If your child seems very artistic, take him to art museums and galleries, or let him try a preschool art class. Also, if you know an artist, take him for a visit so he can see what a studio is like. If he’s most interested in machines and dinosaurs, take him to the natural history museum, help him learn to build models, and provide him with construction kits that allow him to create his own machines. Whatever his interests, you can use books to help answer his questions and open his horizons even further. At this age, then, your child should be discovering the joy of learning so that he will be self- motivated when his formal education begins.

You’ll also find that, in addition to exploring practical ideas, your four-year-old probably will ask many “universal” questions about subjects such as the origin of the world, death and dying, and the composition of the sun and the sky. Now, for example, is when you’ll hear the classic question “Why is the sky blue?” Like so many other parents, you may have trouble answering these questions, particularly in simple language your child will understand. As you grapple with these issues, don’t make up answers; rely instead on children’s books that deal with them. Your local library should be able to recommend age-appropriate books to help you.

The information contained on this Web site should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances.

Chapter 1. Cognitive development of preschool children

Cognitive Development –
development of all kinds of mental
processes such as perception, memory,
concept formation, problem solving,
imagination and logic. theory of cognitive
development was developed by the Swiss
philosopher and psychologist Jean Piaget
[eighteen].

Cognitive development –
the process of formation and development
cognitive sphere, in particular –
perception, attention, imagination,
memory, speech, thinking [31].

1. Development
   thinking in preschool children

– the mental process of reflection
reality, the highest form of creativity
human activity. It’s creative
transformation of their subjective images
in the mind of man, their meaning and meaning
to resolve real conflicts
in life circumstances
people, to form its new goals,
discovery of new funds and plans for their
achievements that reveal the essence
objective forces of nature and society.

Thinking
is the intended use
development and increment of knowledge, possible
only if directed
to resolve conflicts objectively
inherent in the real subject of thought. AT
plays an important role in the genesis of thinking
people’s understanding of each other, means and
objects of their joint activity
[31].

J. Piaget singled out several
stages of development of intelligence, but we
consider only the stages of interest,
associated with preschool age
sub-period of pre-operational representations
(2-7 years).

J. Piaget writes
that with the development of operational
thinking develops a large number
types of activities that are distributed
into two poles: causality and chance.
From about 3 years old, the child asks
themselves and those around them a number of questions, the most
frequently asked of which is “why”.
By the way we formulate the question, we
we know in what form and form the child wants
get an answer. These questions show
us that the child is looking for the meaning of certain
phenomena that necessitate
explanations. Also at this stage
animism appears: for the child is
alive and conscious everything that
moving.[14]

Thought of a child
constantly driven by need
justification, by all means, and
exactly. In this prepositional law
we see the absence of the idea of ​​chance in children’s
thinking. These facts J. Piaget saw in
his observations in the experiment with proverbs:
the most unexpected conclusions by a child
have always been justified [18].

Ability
to justification is a consequence
syncretism. Syncretism forces
each new perception or for each
look for a new idea, by all means
connection with what she directly
preceded. This is the connection that
makes the new blend with the old,
such a connection is direct, and we see
cases of justification, by all means
became.

“Syncretism
is a product of childish egocentrism,
for it is the habits of thinking egocentrically
avoid analysis and
be satisfied with individual
arbitrary schemes of the whole. Due
with this it is clear why childish excuses,
arising from syncretism have the character
subjective interpretations and even similar
pathological interpretations,
representing a return to primitive
ways of thinking.”[39, p.75]

For
children at this age are characterized
centering (concentration) on one,
the most conspicuous feature of an object,
and neglect in the reasoning of the rest
his signs. The child usually
focuses on states
things and does not pay attention to
transformations (or, if it does reverse,
it is very difficult for him to understand them), which
transfer it from one state to
other. [39]

Yes
J. Piaget writes about the irreversibility of thinking
child, which explains to us the nature of their
transductive thinking. transduction
is a discussion that comes from
special to special, without
generalizations and without logical necessity.
Children’s reasoning does not come from the general
to the individual and not from the individual to the general,
and from single to single and from
special to special. To each
the subject corresponds to a special
explanation.[39]

Stage
up to 7-8 years, J. Piaget calls the “stage
pure transduction.

Research
Piaget showed that children who are
at the preoperative stage, do not have
understanding of the conservation of volume, mass,
quantity and number, as well as other
physical properties of objects; it is partially
due to irreversibility and centralization
[39].

For
cognitive development in social
perspective is very important guided
older children or adults involved
child in games and other activities.

E.A.
Sokoroumova also notes that thinking
preschooler develops from
visual-effective, and then,
visual-figurative to verbal-logical,
beginning to form towards the end
preschool age. Verbal-logical
thinking involves the ability to operate
words and understand the logic of reasoning
[45].

So,
pre-operational thinking in toddlers
different from other children’s thinking and
adults; its characteristic manifestations
are animism, materialization and
egocentrism. Among the restrictions
pre-operational thinking
name concreteness, irreversibility,
centering, immaturity of ideas about
time, space and causal
connections.

Despite the peculiar
children’s logic, preschoolers can
rightly reason and decide
difficult tasks. Correct answers from them
available under certain conditions.
First of all, the child needs to have time
remember the task. Besides,
he must submit the conditions of the task
yourself, and for this – to understand them. Therefore
it is important to formulate the problem in such a way that
she was understandable to children. The best way
reach the right decision
organize the activities of the child
he drew the appropriate conclusions
based on your own experience.

In favorable conditions
when a preschooler solves an understandable,
interesting task for him and at the same time
observes understandable
facts, he can logically correct
reason.

At preschool age
connection with the intensive development of speech
concepts are learned. Although they remain
at the everyday level, content
concepts are becoming more and more
to what this concept invests
most adults. Children begin
it is better to use concepts, to operate
them in the mind.

By the end of preschool
tends to generalize
establishing connections. Its emergence
important for further development
intelligence, even though children
often make false generalizations,
insufficiently considering the features
objects and phenomena, focusing on
bright external signs [35].

2. Development
   memory in preschool children

Memory
– memorization, preservation and subsequent
reproduction by the individual of his experience.
The physiological basis of P. is
education, preservation and updating
temporary connections in the brain. Temporary
bonds and their systems are formed with adjacent
in the time of action of stimuli on
sense organs and if the individual has
orientation, attention, interest in these
irritants [31].

Z.M.
Istomina writes that in senior
preschool age (5 and 6 years)
transition from involuntary memory to
initial stages of arbitrary
memorization and remembrance. Wherein
there is a kind of differentiation
actions consistent with the goals
remember, recall, which are put
in front of the children. active selection and
child’s awareness of mnemonic goals
occur in the presence of appropriate
motives [19].

E.A. Sorokoumova
emphasizes that if children of early
preschool dominated
visual-emotional memory
musically gifted children well
auditory memory is also developed), then in older
preschoolers show the first signs
semantic memorization [45].

By
studies described by I.M. Istomina,
This is due to the fact that the process of memorization
formed by the end of preschool
age, i.e., at the age of 6-7 years. He
characterized by attempts to form
mental logical connections between
memorable words. About the existence of such
ties, first of all, speaks the most
reproduction nature. Child
reverse order during playback
the objects named to him, unites them
by appointment. Original ways
memorization, as well as ways of remembering,
are very primitive,
insufficiently specialized.
The child takes them from those actions by which
he already owns. These are ways like
for example, repeating an order after
for an adult or the return of a child to
the process of recalling to already reproduced
them links.

Searches
child ways, techniques of memorization
and memories open before education
his arbitrary memory new, very
an important opportunity: teaching him to
how to remember, remember.
Starts to really take
instructions on how to do it and should
these instructions [19].

Preschool childhood –
age most favorable for
memory development. As pointed out by L.S.
Vygotsky, memory becomes
dominant function and passes a large
path in the process of becoming. Neither
before or after this period the child
remembers with such ease the most
varied material. However, memory
preschooler has a number of specific
features [8].

For younger preschoolers
memory is involuntary, but already to the average
school age begins to form
random memory. main path
arbitrary memory of its development
passes through the next stages.

Memory in preschool
is included in the process of formation
personality. Intensive development and
inclusion of memory in the formation process
personality determines its position
dominant in preschool age
functions. Associated with the development of memory
the emergence of stable figurative
representations leading to a new
level of thinking.

Except
having herself appearing in preschool
aged reasoning ability
(associations, generalizations, etc., regardless
on their legitimacy) is also related to
memory development. Memory Development
sets a new level of development
perception (more on this in
below) and other mental
functions [6].

K
number of memory changes with age
is primarily an increase
learning speed and volume growth
memory. But the most significant changes
as the child develops, occur in
qualitative features of his memory.

essential
to characterize memory in children
age is the development of her
meaningfulness. Children of senior preschool
and primary school age in the process
memories are not based on
abstract logical relationship between
concepts that serve as an essential basis
memorization in adults, but visually
perceived connections of phenomena and objects
[31].

3. Development
   attention in preschool children

Attention
– the process and state of setting the subject
on the perception of priority information
and accomplishment of assigned tasks.
Theoretically and operationally
characterized by the level (intensity,
concentration), volume, selectivity,
switching (movement) speed,
duration and stability [31].

B
this age in preschoolers
attention is improved. Junior
preschooler is dominated by involuntary
attention evoked by outwardly attracted
objects, events and people, and
older preschooler manifests
ability to voluntary concentration
attention, especially if it is regulated
speech [26].

S.L.
Rubenstein notes that the child after
3 years the level of sustainability increases dramatically
attention and shows relatively
high level by 6 years, which is
one of the indicators of a child’s readiness
for school. Distraction of a 2-4 year old child
2-3 times the distractibility of a 4-6 year old
[40].

4. Development
   imagination in preschool children
   age

Imagination
– universal human ability
to build new complete images
reality through processing
the content of the existing practical,
sensual, intellectual and
emotional and meaningful experience. Imagination
is a way of mastering the sphere
possible future, giving it
goal-setting and design activities
character that made him stand out
from the animal kingdom. Being
the psychological basis of creativity,
V. provides as a historical creation
forms of culture, and their development in
ontogeny [31].

B
psychology imagination is considered
as a separate mental
process along with perception, memory,
attention, etc. Recently, all
more widespread
understanding of imagination as universal
properties of consciousness. At the same time, it emphasizes
its key function in generation and
structuring the image of the world. AT.
determines the course of specific
cognitive, emotional, etc.
processes, constituting their creative
nature associated with the transformation
objects (in figurative and semantic terms),
anticipation of the results of relevant
actions and the construction of general schemes
the latter. It finds expression
in the phenomena of “emotional anticipation”
(A. V. Zaporozhets [16]), “productive
perception” (V.P. Zinchenko [17]), in the genesis
some form of physical activity
(N. A. Bernshtein [4]), etc.

Imagination
is a figurative construction of content
concepts about the subject before
the concept itself will emerge. Content
future thought is fixed by imagination
in the form of some essential, universal
trends in the development of an integral object.
Think of this trend as genetic
regularity man can only
through thinking [31].

B
preschool age is fast
development of imagination from reproductive
– in the beginning, to creative and transformative
at the end of this period. Imagination
develops in the game and at first
inseparable from the perception of objects and
game actions with them. Forming in
game, imagination passes into other
activities of a preschooler: in
drawing, modeling, writing fairy tales and
poems [15].

HP
Vygotsky points directly to the emergence
imagination from the very essence of the game, and
not as a consequence of the manifestation of features
child’s behavior in it [10].

O.M.
Dyachenko, having analyzed
individual characteristics of the imagination
children, divided them into two types:
“cognitive” and “emotional”.

“Basic
task of “cognitive” imagination
is a specific reflection
laws of the objective world,
overcoming the contradictions that have arisen in
perceptions of reality
completion and refinement of the integral
pictures of the world. (With it baby
can either creatively master circuits
and the meaning of human actions
(objective, communication) or, starting from
from individual impressions of reality,
build a complete picture of
events or events). “Emotional”
The child’s imagination arises in
situations of contradiction of his image of “I”
and reality, in such cases it enters
one of the mechanisms for building an image
“I”. At the same time, on the one hand,
imagination can carry out regulatory
function in the process of assimilation of norms and
meaning of social behavior [15]. FROM
On the other hand, it can be considered
as a defense mechanism of the individual,
functioning on two main
ways: 1) through multiple
variable representation of traumatic
impacts, during which
find ways to resolve conflicts
situations;

2)
through the creation of an imaginary situation,
relieving stress from frustration
[45].

5. Development
   perception in preschool children

Perception
– is:

1.
Subjective image of an object, phenomenon
or process, directly
affecting the analyzer or
analyzer system.

2.
Complex psychophysiological process
formation of a perceptual image.
Sometimes the term V. denotes a system
actions aimed at familiarizing
with an object that affects the organs
feelings, i.e. sensory research
surveillance activity [31].

B
human life perception
goes through a difficult path of development. Especially
intensive development of perception occurs
during the first years of a child’s life. Change
perception in preschool children
occurs in connection with the development of various
activities for children (games,
visual, constructive and
elements of labor and educational). (dictionary)

B
preschool thanks
reliance on past experience
becomes multifaceted. Beyond purely
perceptual component, it includes
the most diverse connections of the perceived
object with surrounding objects and
phenomena with which the child is familiar
by your previous experience.
Gradually begins to develop
apperception – influence on perception
own experience. role with age
apperception is constantly increasing.
In maturity, different people depending
from their life experiences and related
with him personality traits are often
perceived differently
the same things and phenomena.

B
connection with the emergence and development of
preschool age apperception
perception becomes meaningful
purposeful, reflective. AT
it highlights arbitrary actions
— observation, examination, search.

Appearance
at preschool age stable
figurative representations leads to
differentiation of perceptual and
emotional processes. Emotions of a child
are mainly connected
with his ideas, due to
which perception loses its
originally affective character
[6].

Significant
impact on the development of perception
at this time speech is what the child starts
actively use the names of qualities,
signs, states of various
objects and relationships between them. calling
certain properties of objects and phenomena,
he thus singles out for himself these
properties; naming objects, he separates
them from others; determining their status
connections or actions with them, sees and
understands the real relationship between them.

Specially organized
perception improves
understanding of phenomena. For example, a child
adequately understands the content of the picture,
if adults give appropriate
explanations help to see the details
in a certain order or
select a picture with a special composition,
making it easier to understand. In the same time
figurative beginning, very strong in this
age period, often interferes
child to draw the right conclusions
about what he observes.
In general, in preschoolers, the perception and
thinking is so closely related that
talk about visual-figurative thinking,
most characteristic of this age
[35].

6. Development
   speech in preschool children

Speech
– a historical form of communication
people through language. Voice communication
carried out according to the laws of this
language, which is
system of phonetic, lexical,
grammatical and stylistic means
and communication rules. Speech and language are
complex dialectical unity. Speech
carried out according to the rules of the language, and
However, under the influence of a number of factors
(requirements of public practice,
development of science, mutual influences of languages
etc.) it changes and improves
language [31].

B
preschool childhood is mostly completed
long and difficult process of mastering
speech. By the age of 7, language becomes a means
communication and thinking of the child, as well as
the subject of conscious study,
because in preparation for school
learning to read and write begins.
According to psychologists, language is for a child
becomes truly familiar.

The sound side develops
speech. Younger preschoolers begin
be aware of your own
pronunciation. But they still have
and previous ways of perceiving
sounds so that they know
mispronounced children’s
the words. Later, thin and
differentiated sound images
words and individual sounds, the child stops
recognize misspoken words, he and
hears and speaks correctly. By the end
preschool ends
phonemic development process
[36].

Vocabulary grows rapidly
composition of speech. As in the previous
age stage, here are great
individual differences: some children
vocabulary is larger
others have less, depending on conditions
their lives, on how and how much with them
communicate with close adults. Let’s bring
average data according to V. Stern: in 1.5 years
the child is actively using
100 words, at 3 years old – 1000-1100, at 6 years old – 2500-3000
words [53].

Grammar develops
structure of speech. Children learn subtle
patterns of morphological
order (word structure) and syntactic
(construction of a phrase). Child 3-5 years old
not only actively acquires speech –
he creatively masters the language
reality. He correctly captures
meanings of “adult” words, although
uses them sometimes in a peculiar way,
feels the connection between change
word, its individual parts and change
its meaning. Self-created words
child according to the laws of grammar
mother tongue, always recognizable, sometimes
very successful and certainly original.
This childish capacity for self-reliance
word formation is often called
word creation [45].

What the child learns
grammatical forms of the language and
acquires a large active vocabulary,
lets him at the end of preschool
age to move to contextual speech.
He can retell the story he read
or a fairy tale, describe a picture, understandably
for others to convey their impressions
about what he saw. This does not mean that it
situational speech completely disappears.
She persists, but mostly in conversations
on everyday topics and stories about events,
having for the child a bright emotional
coloring.

At preschool age
the child masters all forms
oral speech inherent in adults. Him
expanded messages appear –
monologues, stories. In them he conveys
to others not only what he has learned, but
and my thoughts on this matter, my
thoughts, feelings, experiences.
Develops in communication with peers
dialogical speech, including instructions,
assessment, coordination of game actions
etc. Egocentric speech helps
child to plan and regulate it
actions. In spoken for the most
he states himself in monologues
difficulties encountered,
creates a follow-up plan
talks about how to accomplish a task
[36].

Using the New Forms
speeches, transition to detailed statements
driven by new communication challenges,
facing the child at this age
period. Full communication with others
children achieve precisely this
time, it becomes an important factor
speech development. Continues to develop
as you know, and communication with adults,
whom children perceive as erudite,
capable of explaining anything,
and talk about everything in the world. Thanks to
communication, called M.I. Lisina
extra-situational-cognitive,
vocabulary increases,
learning correct grammar
designs. But it’s not only that.
Get more complex, become meaningful
dialogues, the child learns to ask questions
on abstract topics, along the way to talk
– think out loud [20].

In this work
considered age 6 – 7 years –
end period
kindergarten and, in some cases, the beginning
learning at school. interesting this age
presented in terms of features
structure and function of the brain.

Formation of cognitive development in preschool children