Computer technologies influence on the development of preschoolers cognitive activity

Abstract

The article proves that computer technologies are a modern effective means of forming the cognitive activity of preschool children. It is specified that teachers need to distinguish between cognitive agency and cognitive activities, the development of which is directed by the influence of computer technologies. It is substantiated that by stimulating cognitive activity with computer programs, a child gains experience of cognitive agency. It is noted that regarding the content of the concept of activity, cognitive, it is necessary to consider the dynamism and processual of this phenomenon in the interrelationships between its components of implementation: motives, goals and objectives, actions, and operations, means of implementing methods of activity, mechanism of reflection (self-control and self-testing), etc. In general, activity, in contrast to agency, is a more complex psychological formation of a child’s personality. It has been determined that the development of cognitive agency by means of computer technologies is facilitated by the fact that in each of the educational areas the child learns and studies something new: an aspect, a problem, a way of solving it, new practical or thinking actions. In such a dynamic process, children’s cognitive agency rises to a qualitatively higher level, transforming from a situational to a more stable type. The computer-oriented educational environment of preschool education institution is characterized.