PEDAGOGICAL CHARACTERISTICS OF THINKING DEVELOPMENT IN PRESCHOOL CHILDREN (5-6 YEARS OLD)
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This article presents a scientific analysis of the psychological and pedagogical characteristics of thinking development in preschool
children aged 5–6. Observations, diagnostic tasks, and a pedagogical experiment demonstrated notable improvements in children’s
abilities to analyze, compare, classify, generalize, understand cause–effect relations, and form visual images. The findings confirm
that play-based activities, sensory-practical tasks, and problem-solving situations serve as key factors in developing early cognitive
skills. The study highlights the pedagogical conditions that support and accelerate thinking development during this critical stage
of early childhood.
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