DEVELOPING COGNITIVE COMPETENCIES OF PRESCHOOL CHILDREN THROUGH INTRODUCING THEM TO NATURE

Abstract

INTRODUCTION: This article examines the issue of developing cognitive competencies of preschool children through introducing them to nature. Nature is considered an important learning source in the process of children's understanding of the surrounding environment. Familiarization with plants, animals, and various natural phenomena develops children's observation skills, thinking abilities, and curiosity. In the modern preschool education system, special attention is paid to developing cognitive competencies in children such as independent thinking, problem solving, and the ability to apply knowledge in practice. From this perspective, nature-related activities help to organize the educational process in a more interesting and effective way. The natural environment is the most natural and effective learning space for children, through which they develop their initial knowledge and understanding about the surrounding world.

RESEARCH OBJECTIVE: The main purpose of this scientific article is to identify the opportunities for developing cognitive competencies of preschool children in the process of introducing them to nature and to scientifically analyze the pedagogical effectiveness of nature-related educational activities. In addition, the role of methods of introducing nature in forming cognitive skills such as observation, analysis, asking questions, and problem solving in children is studied.

MATERIALS AND METHODS: During the research process, observation, pedagogical experiment, interview, and analytical methods were used. Children studying in preschool educational institutions were involved in the experimental process. In the process of introducing children to nature, observation activities, small experiments, excursions, and didactic games were used. During the study, children's level of understanding natural phenomena, their observation skills, activity in asking questions, and their ability to apply acquired knowledge in practical activities were evaluated.

DISCUSSION AND RESULTS: The results of the study showed that direct interaction with nature has a significant positive impact on children's cognitive activity. During the observation of natural objects, children's interest increased and they began to pay more attention to changes in the surrounding environment. Excursions and experiments helped children better understand the causes of natural phenomena. As a result, children's vocabulary expanded, their logical thinking ability developed, and their skills of expressing independent opinions were formed. In addition, ecological views such as love and careful attitude toward nature were also developed in children.

CONCLUSION: In conclusion, introducing preschool children to nature is an important pedagogical tool in developing their cognitive competencies. Nature-related activities help to develop children's observation, thinking, problem-solving, and independent thinking skills. Moreover, this process also contributes to the development of ecological culture in children. Therefore, it is important to pay special attention to introducing nature in preschool education and to effectively use various pedagogical methods.