Development of Thinking Processes in Preschool Children and Theoretical Foundations of Cognitive Abilities Enhancement: An Analysis of Various Pedagogical Approaches
Keywords:
Cognitive development, thinking processes, preschool education, Uzbekistan, Vygotsky’s Socio-Cultural TheoryAbstract
This article explores the development of thinking processes in preschool children within the context of Uzbekistan’s educational system. It examines the theoretical foundations of enhancing cognitive abilities through an analysis of various pedagogical approaches applied in Uzbek preschool institutions. Cognitive development at an early age is vital as it influences learning patterns and problem-solving skills throughout a child’s educational journey [1]. The study investigates key theories, including Piaget’s Cognitive Development Theory, Vygotsky’s Socio-Cultural Theory, and Information Processing Theory, and evaluates their practical implications in the Uzbek preschool curriculum. By conducting a comparative analysis, the research identifies effective strategies that stimulate critical thinking, memory enhancement, and problem-solving abilities. The article also discusses the influence of play-based learning, interactive methods, and cultural-contextual approaches on cognitive growth. The findings provide educators and policymakers with evidence-based insights to design effective learning environments that foster cognitive abilities in preschool children in Uzbekistan.
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