No abstract

No abstract

The article shows the directions of enriching of the dynamically changing environment of children's life with attentiveness practices to everyday life, to details of the world around us, to speech and texts. The conditions of the organization of semantic perception are examined: on the example of the tradition of cognitive attentiveness in child-adult research activities and the practice of searching for the meaning of texts. The content and methods of work with a special type of texts that lack semantic stereotype are analyzed in detail. These are text tasks on ingenuity (“provocative” texts). For children of 5-7 years old, they act not only as logic tasks, but rather as situations that are surprising and fun, initiating joint intellectual activity (by analogy with verbal games widely represented in folklore). The child learns to listen attentively to the speech of an adult and peer; highlights the signs of the situation described in the text and grasps its meaning. The search for answers to the questions posed is carried out in the process of group discussion, through actions and trying to play the situation.

The article describes the characteristics of children's "research" activities, discusses the features and examples of its existence in pre-school education. Kinds of activity in which the child shows an educational initiative and curiosity, and also the contents of interests of children of preschool age are discussed. The author shows how everyday life situations, communication with adults and peers become sources of children's "research". In such situations, samples are set and the model of the cultural practices of cognition implemented. The author analyses the elements of technology of children's "research" according to empirical material. This work was supported by Federal Research Centre for Projects Evaluation and Consulting Services (project № 2.48.2016/НМ).

No abstract