PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF THE DEVELOPMENT OF INTELLECTUAL ABILITIES OF PRESCHOOL LEARNERS IN PRESCHOOL INSTITUTIONS UNDER MARTIAL LAW CONDITIONS

Abstract

The article analyzes the psychological and pedagogical aspects of the development of the intellectual abilities of preschool-aged children in preschool institutions under conditions of martial law. The purpose of the article is to investigate the psychological and pedagogical conditions for the development of the intellectual abilities of preschool children in preschool institutions under martial law and to outline the role of the social environment, pedagogical activities, and cooperation with parents in the formation of cognitive processes, mental operations, and intellectual actions of preschool learners. The development of the intellectual abilities of preschool children and the factors influencing it are examined. It is explained that the term “intelligence” refers to the process of understanding and cognition, the ability to learn, think, solve problems, and adapt to new situations. Intelligence is considered a general mental ability, which is manifested in a child’s behavior under various conditions. Different approaches to defining intelligence and intellectual abilities in the scientific literature are analyzed. Intelligence includes logical thinking, sequential actions, systematization, and generalization of knowledge. It has been established that the development of intelligence depends on heredity, natural predispositions, and brain capacity. Social factors, family environment, and living conditions influence the formation of a child’s cognitive activity. The preschool educational environment provides the systematic influence of pedagogical methods and developmental technologies. Emotional comfort and a sense of security promote concentration, thinking, and memory development. The psychological and pedagogical conditions include safety, development of memory, logic, and cognitive interests, organization of educational games, and cooperation with parents. A safe educational environment includes physical safety, instructions, protocols, and psychological support. The conclusions indicate that a child’s intelligence is formed through the interaction of natural abilities, pedagogical activities, and personal activity. Active adult involvement in the development of intelligence ensures successful preparation for school learning.