FEATURES OF ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS AND THE LEVEL OF DEVELOPMENT OF CURIOSITY IN CHILDREN OF THE SIXTH YEAR OF LIFE
The problem of developing the curiosity of children in the sixth year of life is becoming more relevant, due to the fact that in modern preschool education, one of the main principles in accordance with the Federal state educational system IS the formation of cognitive interests and cognitive actions of the child in various activities. The analysis of scientists ' positions allowed us to define curiosity as a complex education that has a multi-component structure based on cognitive needs. The development of curiosity as a stage of cognitive interest falls on preschool age, in particular, the peak of curiosity development is typical for older preschoolers. At the moment, the problem of curiosity in Russian science is considered in the works of a number of researchers. The fundamental works are those that reveal the essence of curiosity, its structure, and its relationship with other mental properties. We are talking about the works of B. G. Ananiev, D. E. Berline, N. C. Kuparadze, N. T. Lobova and other researchers. In preschool age, the problem of curiosity was also a subject of study, one of the fundamental works on this problem is the work of K. M. Ramonova, which examines the structure of curiosity, reveals the content of curiosity in preschool age. In the older preschool age, curiosity develops, which appears in increasing the child's desire to learn, to establish similar signs of objects, and to find connections between them. They have an increasing desire for the essence of objects, although they continue to focus on external features, which makes it especially important to organize the pedagogical management of the process of cognition. Due to the particular development of thinking in the older preschool age, curiosity is more pronounced and has a different character. Children seek to learn the essence of phenomena and processes, they ask questions aimed at establishing cause-and-effect relationships.