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Radjapova M. T. teacher
Department of Theory of Preschool Education Termiz State Pedagogical Institute
IMPROVEMENT OF PEDAGOGICAL TECHNOLOGIES OF FORMATION OF DESIGN SKILLS OF PRESCHOOL CHILDREN
Abstract. This article will talk about the development of cognitive interests of preschool older children through design activities. The essence of Cognitiv interest and design activities is highlighted.
Keywords: design, cognitive interest, knowledge, skills, qualifications, activity.
The huge opportunities that are being created contribute to the education of the young generation. Special attention to the growing young generation at each educational age indicates that youth education has risen to the level of state policy. Interest in learning, aspiration, enthusiasm, perseverance, enthusiasm, high potential, characteristic of our nation, are qualities that ensure continuity of generations. Meeting the knowledge needs of preschool children and forming their interests is one of the main tasks of educators. Formation of preschool children's interest in learning depends on many factors. One of the main factors is the teacher's ability to organize the lessons in an interesting way for children, to convey them clearly through game activities.
Cognitive interest, its manifestation is associated with the predominance of special forms of activity and a positive affective state arising from the need for external impressions, interaction with the external world and selective attention to it. Preschool psychological characteristics (emotionality, due to the desire to observe, imitate, express one's impressions in play and productive activity), historical information about the objective world as a product of adult activity and the creation of his human thinking deserves special attention. The high emotionality of a preschool child determines the importance of the information received for the further development of the individual.
The development of cognitive interest as a complex personal education gradually takes place in an activity with a practical orientation that allows the child to enter a problem situation. This type of activity, which ensures the possibility of obtaining, synthesizing, combining and actively using information on the subject, is considered a project activity. For a long time, special attention was not paid to the development of educational interests of preschool children in the field of pedagogy. One of the first scientists, such as B.G. Ananyeva, L.N. Bojovich, L.S. Vygotsky, L.A. Wenger, and A.G. Zaporozhets, began to consider cognitive interest as one of the leading motives that encourage children to learn and learn.[4] Their research shows that cognitive interest is formed more
successfully with active cognitive activity. A child's cognitive interest is to learn new things, to determine the qualities and characteristics of objects, the incomprehensible things about real events, to understand their essence, the existing relationships and connections between them. appears in the desire to find.
Currently, various approaches to defining the concept of cognitive interest have been formed. It is considered as follows: - the chosen direction of a person (N.F. Dobrinin, T. Ribot); - manifestation of mental and emotional activity (S.L. Rushinstein); - activator of various emotions (D. Freyer); - a person's specific attitude to the object arising from the consciousness of its vital importance and emotional appeal (A.K. Kovalev); - active cognitive attitude of a person to the world (V.N. Myasishchev); - selected direction of the person to the objects and events of the surrounding world (T. A. Kulikova, N. G. Morozova, G. I. Shukina) [5]. Modern research presents various aspects of the problem of formation of cognitive interest. G. I. Shchukina considers the components of cognitive interest: intellectual, emotional, regulatory and creative processes. A. Vallon analyzes cognitive interest through the prism of emotional attitude to the subject of knowledge. According to him, one of the first objects of knowledge of a small child is the objective world, and the formation of a cognitive attitude to the objective world determines the success of the child's development and largely determines the process of his socialization. The project method has a holistic nature as a means of developing cognitive interest in the history of the objective world. A number of authors consider the project activity as a variant of the integrated method of teaching preschool children, a method of organizing the pedagogical process based on the interaction between the teacher and the student., step-by-step practical activities to achieve the goal (L.S. Kiseleva, T.A.Danilina, M.B.Zuykova).
Others analyze the essence of the project activity, its problematic nature, its place in the educational process. (T.A. Danilina, B.V. Ignatiev, U. Kilpatrick, M.V. Krupenina, N.G. Cherniglov) [5] At the same time, many studies have not sufficiently studied all the potential possibilities of project activity, its role in the development of cognitive interest in objective world history. Preschool children in their psychophysiological development are not yet able to independently create their own projects from beginning to end, so teaching the necessary skills and competencies is the main task of teachers. Therefore, a reasonable and appropriate combination of theory and practice project activity helps to update children's ideas, skills and abilities to independently find and solve problems, stimulates interests, the need for creative activity, creates conditions for cooperation with adults and peers. Psychological characteristics of preschool children cover cognitive, emotional, behavioral areas and allow developing interest in stable knowledge. However, not everything arouses interest in a child, for which it is important to create conditions for the development of cognitive interest. One of the conditions is the use of the most effective teaching methods, which, in my
opinion, includes the method of project activity., teaches to produce an algorithm of its actions to achieve the goal.
An educator is an assistant and consultant for children's independent acquisition of knowledge and skills, therefore, it is not necessary to try everything, but to achieve full disclosure of everything in one project. Everything is done step by step ( in stages) must be done; it is necessary to clearly understand what should be required of children based on their individual, age and physiological capabilities. The educator makes conclusions about the overestimated or underestimated self-assessment of the authors of the project individually in the conversation with the children.
References:
1. Выготский Л. С. Педагогическая психология. — М. АСТ, 2009. — 672 с.
2. Годовикова Д. Б. Форма общения с взрослым и познавательная активность дошкольника // Проблемы возрастной психологии: Тезисы докла-дов к VII съезду Общества психологов. М. 1989, 143 с.
3. Веракса Н.Е, Веракса А. Н. Проектная деятельность дошкольников. Пособие для педагогов дошкольных учреждений. М.Мозаика — Синтез, 2010.
4. Куликова Т. О воспитании у детей познавательных интересов // Дошкольное воспитание, 1996 г. № 9 С. 23-25.
5. Ismailovich S. A. Socio-Psychological Problems of Educating an Independent-Minded, Creative Person in the Educational Process //CENTRAL ASIAN JOURNAL OF LITERATURE, PHILOSOPHY AND CULTURE. - 2021. - Т. 2. - №. 12. - С. 4-7.
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