CRITERIA FOR ASSESSING THE DEVELOPMENT OF COGNITIVE COMPETENCIES IN 5–6-YEAR-OLD CHILDREN BASED ON THE INTEGRATIVE APPROACH
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Abstract
This article examines the theoretical and diagnostic nature of the concept of cognitive competence development from the perspective of the competency-based approach. Drawing on the scholarly perspectives of J. Raven, F. E. Weinert, A. V. Khutorskoy, I. A. Zimnyaya, V. I. Baydenko, and N. Chomsky, the study identifies the structural components of cognitive competence, the mechanisms underlying its development, and the criteria used for its assessment. Particular attention is devoted to the pedagogical potential of the integrative approach in developing the cognitive competencies of 5–6-year-old children within the preschool education system, based on the content of the “Ilk Qadam” State Curriculum of the Republic of Uzbekistan. The study substantiates that the integration of developmental domains, activity-based learning, a developmental educational environment, and the guiding role of the teacher constitute essential pedagogical conditions for fostering children’s abilities to observe, compare, analyze, solve problems, and draw independent conclusions.
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References
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