THEORETICAL ASPECTS OF DEVELOPING COGNITIVE SKILLS IN PRESCHOOL CHILDREN

Authors

  • Jo`rayeva Nigina Xayrullo kizi Shakhrisabz State Pedagogical Institute

Keywords:

Cognitive development, preschool children, Piaget, , information processing theory, connectionism, zone of proximal development, early childhood education, cognitive skills, scaffolding, memory, attention, problem-solving, learning environments.

Abstract

This article explores the theoretical foundations of cognitive skill development in preschool children, examining key psychological and educational theories that inform our understanding of early cognitive growth. It discusses Jean Piaget’s theory of cognitive development, focusing on the preoperational stage and how hands-on learning supports cognitive growth. Lev Vygotsky’s sociocultural theory is highlighted for its emphasis on social interaction and the zone of proximal development, while information processing theory examines how children improve their memory, attention, and problem-solving abilities. Additionally, Howard Gardner's theory of multiple intelligences is reviewed for its impact on recognizing diverse learning styles, and connectionist models are discussed as a way of understanding how cognitive skills emerge through repeated interactions. The article emphasizes the importance of providing enriching learning environments that cater to individual cognitive development needs in preschool children.

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References

Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Siegler, R. S. (1998). Children’s Thinking: Understanding Children’s Cognitive Development. Prentice-Hall.

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.

Karmiloff-Smith, A. (1992). Beyond Modularity: A Developmental Perspective on Cognitive Science. MIT Press.

Berk, L. E. (2013). Child Development (9th ed.). Pearson Education.

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. Springer Science & Business Media.

Nisbett, R. E., & Masuda, T. (2003). Culture and Point of View. Psychological Science, 14(4), 230-236.

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Published

2025-03-04

How to Cite

Jo`rayeva Nigina Xayrullo kizi. (2025). THEORETICAL ASPECTS OF DEVELOPING COGNITIVE SKILLS IN PRESCHOOL CHILDREN. Journal of Applied Science and Social Science, 15(03), 118–124. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/720

Issue

Vol. 15 No. 03 (2025): Volume 15 Issue 03

Section

Articles

License

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