Developing executive functions of cognitive abilities in the formation of the information culture of preschool children

Developing executive functions of cognitive abilities in the formation of the information culture of preschool children

Author: Batenova Y. Southern Ural state Humanitarian and Pedagogical University (Russia)
Information culture, digital technologies, educational information, knowledge, volume, quantitative and qualitative predictors, preschool age.

Relevance. The increased pace of knowledge acquisition in the learning system determines the need to develop more effective educational practices in comparison with the traditionally established ones.

Purpose: to establish quantitative and qualitative predictors of knowledge in the process of forming the information culture of preschoolers, which can be used as the basis for the activities of specialists in the field of preschool education to prepare educational information offered to preschoolers for mastering, in order to ensure high results of their training.

Methods: 1) theoretical analysis of research results presented in literary sources; 2) textual methods of knowledge extraction; 3) pedagogical experiment; 4) expert evaluation method; 5) mathematical and statistical processing of the results of pedagogical experiment.

Selection. The psychological and pedagogical experiment involved children of senior preschool age (6-7 years old) in the number of 24 people (11 boys, 13 girls) belonging to the main medical group. The experts were preschool teachers in the number of 3 people with at least 20 years of work experience.

The main results. The frequency of information presented to preschoolers contributes to an increase in the amount of knowledge they acquire, and a decrease in the repeatability of predicates in the text significantly reduces not only quantitative, but also qualitative indicators of the assimilation of the proposed educational material. An increase in the qualitative indicators of the knowledge acquired by preschoolers, expressed through the observance by preschoolers of a given sequence of sentences included in the proposed texts. The difference in the reproduction of the predicates perceived by preschoolers contained in the texts was 1.29 points, and the sequences were 1.83 points.

Conclusion. Using the example of two texts in the course of a psychological and pedagogical experiment, the possibility of applying the proposed solutions was demonstrated, which allowed us to conclude that it is advisable to use a universal method of constructing educational information in the process of forming an information culture, in particular, its cognitive component. In an empirical study, the cognitive abilities of children using psychodiagnostic methods were not studied, only the results of a pedagogical experiment were presented. However, this material, in our opinion, should form the basis of the activities of pre-school specialists in preparing educational information offered to preschoolers for mastering, which will ensure high results of their training.


Russian Psychological Society



Federal Scientific Center for Psychological and Interdisciplinary Research,
Moscow, Russia


Psychology Department of MSU

Psychology Department of the Lomonosov Moscow State University,
Moscow, Russia