All human knowledge (for example, aboutchemical and physical properties of objects, the device of all things, and others) are the result of the human psyche. The leading role in this process is played by the cognitive processes having a different level of complexity.
Each one has its owncharacteristics and special organization, making a unique contribution to the formation of a dynamic and holistic picture of the world. Cognitive processes take place simultaneously, but interact harmoniously and imperceptibly for a person.
A special role belongs to the sensory system,which, like a screen, projects the world around us in all the wealth of forms and colors in our consciousness. Knowledge begins with individual sensations (visual, auditory, gustatory, etc.). But thanks to perception, they add up to a variety of images. Each person has a large number of them.
If we talk about ontogenesis, then thesecognitive processes (sensation and perception) are leading from birth to two to three years. But for the formation of the image of the world this is not enough, because memory is also very important - the human ability, which is associated with the ability to memorize, save, recall, recognize and forget various information. After birth, the baby in the mind has the so-called genetic information, thanks to which it develops in the first years of life. But his memory will allow him to learn and socialize, "absorbing" the results of human achievements. Very quickly the child will master everything that he will be extremely necessary for a full life.
But the cognitive processes "headed"thinking, which is understood as a socially conditioned mental phenomenon that is inseparably linked with speech, characterized by an indirect and generalized reflection of the interrelations and interrelationships between various objects. It is thinking that helps a growing person to analyze the resulting and formed images, making up a picture of the world bit by bit. This process goes through several stages in ontogeny.
At the initial stage (up to three years) cognitivethe processes are "under the influence" of visual-effective thinking. A child perceives the world through the manipulation of surrounding objects, due to the complex work of sensations, perception, memory and initial (external) actions.
In the second stage (from three to six or seven years)the formation of visual-figurative thinking begins. External actions, ideas about objects and phenomena of the surrounding world are internalized, that is, they are transferred to an internal plan of action. As a result, the child is now able to think in images, creating his own picture of the world.
But, in order to make it correct andstructured, a maturing person begins to develop verbal and logical thinking, which helps to understand the nuances and patterns of the surrounding world.
To modify and make it more vivid and creative will help the imagination, which is designed to create new images of the surrounding world.
The psychology of cognitive processes will be incomplete, if you do not allocate a significant role of attention. It helps a person to concentrate on various phenomena of reality.
The development of cognitive processes is necessarystart from the first days after the baby is born. In this case, there should be no state of mental deprivation (this is the basic principle). To do this, it is necessary to ensure the presence of bright, diverse sensations and impressions, as well as a constant change of classes and activities. Adults need to keep in mind that the best way to achieve this goal is the game.
