DEVELOPMENT OF THINKING OF PRESCHOOL CHILDREN IN COGNITIVE AND RESEARCH ACTIVITIES

ISSN: 2582-4686 SJIF 2021-3.261,SJIF 2022-2.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-10 996 DEVELOPMENT OF THINKING OF PRESCHOOL CHILDREN IN COGNITIVE AND RESEARCH ACTIVITIES Aleuova Raykhan Sharibaevna Associate Professor of the Department of Preschool Education NSPI named after Ajiniyaz Tazabayeva Muqaddas Bakhtibay kizi 1st year master Abstract. This article explores the mechanisms and pedagogical conditions that support the development of thinking in preschool children through cognitive and research activities. The preschool age is a crucial period for shaping intellectual curiosity, independence, and the ability to analyze and generalize. The study highlights the role of exploratory learning, sensory experience, and experimental methods in stimulating children’s cognitive development. It also emphasizes the importance of teachers and family in organizing research-based learning environments that encourage creativity and problem-solving. The paper concludes that integrating cognitive and research activities into preschool education fosters flexible, analytical, and creative thinking — the foundation for lifelong learning and intellectual maturity. Kеywоrds: preschool education, cognitive development, research activity, curiosity, experimental learning, problem-solving, creativity, intellectual growth. INTRОDUСTIОN Preschool education is the first stage in which the foundations of intellectual and cognitive development are consciously shaped. At this age, children begin to perceive the world not only through sensory experience but also through reasoning and analysis. They develop the capacity to ask questions, seek explanations, and discover causal relationships in nature and human life. The ability to think, hypothesize, and draw conclusions does not arise spontaneously; it requires a nurturing environment that promotes inquiry, observation, and experimentation. Cognitive and research activities are integral components of preschool pedagogy because they engage the child’s natural curiosity and transform it into structured knowledge. When guided properly, a child’s instinctive desire to explore becomes a powerful learning process that fosters independent thought and creativity. The early development of thinking abilities thus depends on the quality of educational interactions, the variety of stimuli in the environment, and the emotional support provided by adults [1]. MАTЕRIАLS АND MЕTHОDS Thinking in preschool children evolves from concrete sensory perception toward more abstract and logical forms. The transition from visual-active to visual-imaginative and verbal-logical thinking is gradual and depends on the child’s engagement in cognitive and exploratory activities. Through manipulation, observation, and questioning, children form mental representations of reality and begin to understand relationships between objects and phenomena. This process is fundamental to the development of critical thinking, self-regulation, and intellectual initiative. The cognitive approach in preschool education focuses on creating conditions where the child is not a passive receiver of information but an active participant in constructing knowledge. For example, when children explore how water changes state from liquid to ice, they are not merely learning a ISSN: 2582-4686 SJIF 2021-3.261,SJIF 2022-2.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-10 997 scientific fact but also engaging in reasoning, prediction, and comparison. Such experiences transform curiosity into systematic exploration. Every observation, experiment, or inquiry reinforces the ability to think analytically and to understand cause-and-effect relationships [2]. RЕSULTS АND DISСUSSIОN Research activities for preschool children do not require complex equipment or formal experiments. Simple yet meaningful explorations — observing plant growth, comparing materials, classifying objects by color or size — stimulate higher mental functions. According to Vygotsky’s theory, learning precedes development: guided research activities within the “zone of proximal development” enable children to perform tasks they could not accomplish independently. Through collaboration with teachers and peers, they internalize patterns of reasoning and problem-solving that later become part of their independent thinking. The role of play-based research is equally vital. Play transforms cognitive processes into emotionally engaging experiences. When children play “scientists,” “explorers,” or “engineers,” they assume roles that require hypothesizing, observing, and concluding. Play provides the motivation and freedom necessary for experimentation without fear of failure. In this sense, play serves as a bridge between imagination and logic, between emotional expression and intellectual growth [3]. A crucial factor in the development of thinking is the organization of the learning environment. A stimulating space equipped with natural materials, observation tools, and opportunities for free exploration encourages active discovery. The teacher’s role is to guide, not dictate, by asking openended questions such as “What do you think will happen if we mix these colors?” or “Why do you think this object floats?” Such questions invite reflection and help children articulate their thoughts. The focus shifts from providing answers to cultivating the habit of inquiry. The integration of sensory and cognitive experiences is also essential. Preschool children’s thinking develops through their senses — seeing, touching, hearing, and moving. Activities that involve sensory experimentation strengthen perception, attention, and memory. For instance, sorting seeds by texture, identifying sounds in nature, or exploring geometric shapes with their hands all contribute to cognitive flexibility. Gradually, children begin to form concepts and categories that underpin abstract reasoning. СОNСLUSIОN The development of thinking in preschool children through cognitive and research activities is a multifaceted process that combines curiosity, experimentation, reflection, and creativity. Effective preschool education must provide children with opportunities to explore, question, and construct knowledge independently. Such experiences lay the groundwork for logical reasoning, problemsolving, and scientific literacy. Cognitive and research activities not only enrich intellectual abilities but also shape character — nurturing persistence, patience, and self-confidence. By integrating exploration into everyday learning and play, educators and parents help children become active thinkers rather than passive learners. The preschool years thus serve as a decisive stage in forming the intellectual foundations upon which all future education is built. RЕFЕRЕNСЕS 1. Piaget, J. The Child’s Conception of the World. — New York: Harcourt Brace, 2011. — 247 p. 2. Bruner, J. S. The Process of Education. — Cambridge, MA: Harvard University Press, 2010. — 121 p. ISSN: 2582-4686 SJIF 2021-3.261,SJIF 2022-2.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-10 998 3. Montessori, M. The Absorbent Mind. — New York: Holt, Rinehart and Winston, 2015. — 324 p. 4. UNESCO. Early Childhood Care and Education: The Global Report. — Paris: UNESCO Publishing, 2021. — 210 p.