Littérature scientifique sur le sujet « CognitiveDevelopment »

The implementation of reforms in education for children withcognitive development disorders requires that the historical aspect of theeducational process should be reconsidered and scientifically justified, aswell as the accomplishments of Ukrainian defectology should be creativelyused. The relevance of the research lies in the need to overcome thefragmentarity of historical and pedagogical knowledge about the creationand development of textbooks for children with cognitive developmentdisorders in Ukraine to justify and determine its characteristics and rolesin modern correctional pedagogy. The research aims to identify theprerequisites for the emergence and the features of such processes as thecreation and development of textbooks for children with cognitivedevelopment disorders in Ukraine in the period under study, as well as tohighlight the scientific and practical value of the availableaccomplishments in the field to further improve such books for thesechildren under modern conditions. Research methods include theoreticalanalysis; synthesis; comparison; systematization and classification of datafrom archival sources; historical-and-genetic, comparative, chronological,biographical methods; periodization; retrospective analysis. The researchidentifies and justifies the stages in the development of textbooks forchildren with cognitive development disorders in Ukraine, whose sequenceis related to the development and reforms in the special education system,the elaboration of concepts, theoretical and methodological principles ofeducation of children with cognitive development disorders, as well as thechanges in organizational-and-pedagogical and scientific-and-pedagogicalaspects. The research concludes that Ukrainian researchers andpracticians regularly work on the improvement of textbooks’ content.

Introduction.Much attention is paid to the analysis of problems that arise during the initial stage of children's education in school in recent years. Preschool age is one of the sensitive and critical stages of individual development. Explicit structural and functional changes occur during this period. These changes are accompanied by an increase in the functional stress of psychovegetative mechanisms of regulation. Both psychological and physical stress are considered to be the cause of autonomic disorders. Such a provoking factor may be the beginning of school for a child. Formation of visual and auditory perception is one of the leading functions of cognitivedevelopment for older preschool children. This function provides the child's interaction with the external environment and its orientation in space. This function is also an indicator of the child's readiness for school.Therefore, the importance of studying the features of the functional state of the cardiovascular system during the audio-visual load of educational and developmental nature is relevant.Thepurposewas to study the features of autonomic regulation of heart rhythm of children 5-6 years old under conditions of cognitive load.Methods.Observation was carried out on children 5-6 years of age of preparatory groups of preschool educational institutions of the Sumy city (n = 192). We assume that changes in autonomic functions may be influenced bythe immaturity of motor-motor, visual-auditory, speech-auditory and visual-graphic components. An important component of educational and cognitive activities in preschool age is the development of reading and writing. Visual information was studied from two positions pictorial (elements of writing) and verbal (recognition of letters and words elements of reading).The method of phasography was used to study the state of the cardiovascular system. This method was used using the device "Phazagraph". This device is designed for recording and analysis of the electrocardiogram in the phase space to estimate the amplitude and speed parameters of any elements of the electrocardiogram, which allows you to accurately estimate the graph of the electrocardiogram.Results.It was found that sympathicotonia is manifested among the examined children aged 5 and 6 years during cognitive load. Activation of the sympathetic part of the autonomic nervous system occurs during writing compared to reading. That is, the adaptive mechanisms of the autonomic nervous system correspond to lower rates during writing compared to reading. The reason for this may be the immaturity of autonomous supply systems and mechanisms for their regulation and indicate an imbalance of autonomicsupply. In turn, the dominance of sympathetic influence on heart rate is accompanied by signs of dysregulation of cardiovascular functions during writing for children. The reason may be the immaturity of the functional systems of the interconnected brain areas, which is accompanied by a deterioration in the coordination of autonomic functions of the body. Originality. The idea of the formation of psychophysiological features in ontogenesis is expanded.Conclusion. A comprehensive assessment of children's adaptation to exercise was justified.

The present article involves an empirical psycholinguistic study aimed at examining syntactic complexity in English as a Foreign Language (EFL) by early balanced Bosnian/Swedish bilingual EFL learners. 15 early balanced bilingual Bosnian/Swedish EFL learners were recruited for the study and matched with their respective control groups of intermediate EFL learners (15 speakers of Bosnian as their first language (L1) and 15 speakers of Swedish as their L1). The experimental task involved an unprepared writing assignment in English about the most significant invention of the 20th century. The corpus of the participants’ written assignments was analysed in L2 Syntactic Complexity Analyzer and SPSS software programs respectively. Data analysis involved measures of syntactical complexity. It has been found that the participants’ written assignments are characterised by statistically significant number of T-units scores in comparison with the Swedish L1 monolingual controls. These findings are further presented and discussed in the article.
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This study aims to describe the increase in learning ability students in the scope of cognitive development at Raudhatul Athfal Al Ikhlas through the application of the Kumon method.Student learning ability within scope cognitive development is not as expected ,because the ability to recognize facts,understand concepts,and carry out student procedures is not yetachieve the expected indicators.This research is an action research class. The subject of this study was one teacher and 18 group B students consisting of 8 male students and 10 female students.While the inner object of this study is the application of the Kumon learning method and learning abilities within the scope of cognitive development. Data collection was carried out usingobservations,dokumentationand tests. The test is carried out at the endof the lesson.After obtaining data on students cognitivelearning abilities before and after the action,then the research analyzed the data. The data analysis technique used is descriptive qualitative analysis with percentages. The results showed that students “cognitive learning abilities increased from before the action,cyts cle I and cycle II. Obtained results of cognitive learning ability Before action.3 students or 16,66% of students who reached the minimun sufficient category,1 student or 0,05 % reached the less category,then 14 studen or 77,77% of students were in the failedcategory in the action cycle I it increased to 6students or 33,33% reaching the minimum sufficient category ,and 6 students or 33,33%were in the less categorywhile 6 other students or 33.33% were still in the failed category. After corrective action was taken in cycle II ,5 student or 27,77% reached the verygood category , then 6 students or 33,33% achieved the good category,then 5 students or 27,77% were in the sufficient category,and 2 students or 11,11% were in less category. So the learning ability in the scope of cognitivedevelopmen has reached the expected indicators, namely 75% of Students are at leastin the minimal sufficient category. Based on the results obtained,there is an increase in learning abilites in the scope of students cognitive development before the Kumon method is applied and after the kumon method is applied. So it can be concluded that the application of the kumon method can improve learning abilities in the scope of cognitive development of group B RA AL IKHLAS Students in Sukabumi City.