FUNDAMENTALS OF QUALITY MANAGEMENT OF SENSORY-COGNITIVE DEVELOPMENT OF CHILDREN IN THE FOURTH YEAR OF LIFE IN A PRESCHOOL EDUCATION INSTITUTION

Abstract

The article is devoted to the problem of managing the quality of sensory and cognitive development of children in the fourth year of life in the educational process of a preschool education institution. In particular, on the basis of the analysis of scientific intelligence on the research problem, it was determined that the sensory development of the child plays an invaluable role in the formation of his cognitive, research activity, is the basis of his mental development. Knowledge begins with the perception of objects and phenomena of the surrounding world. All other forms of cognition — memorization, thinking, imagination — are built on the basis of images of perception, are the result of their processing. Sensory education tasks are defined for each age, which correspond to the level of development of perception and at the same time contribute to the transition to higher levels. In this context, the fourth year of life is very important, because at this stage there are significant changes in the course of the mental processes of a growing personality, there is an expansion of ways and means of orientation in the environment, enrichment of children’s ideas about objects and phenomena of the surrounding world, and the development of cognitive activity is improved in interaction with an adult. Getting to know the properties of objects and the phenomena of the surrounding reality gives preschoolers the opportunity to apply the acquired knowledge in practical activities, to master various ways of learning about the surrounding reality. Ensuringthe effectiveness of sensory and cognitive development of children in a preschool education institution requires quality management of this process, deepening and concretization of pedagogical work.