THE EDUCATIONAL ENVIRONMENT FOR ACTIVATING COMMUNICATIVE AND COGNITIVE ACTIVITY

Abstract

The period between the child's third and seventh year can be defined as fundamental for the formation of
basic competences necessary for the successful transition to the school stage of education. Factors such as the level
of knowledge and skills acquired, the family environment, individual qualities and personality characteristics can
have a significant impact on school readiness. "This is a sensitive period during which the foundations are laid for
prosocial beliefs about motivating moral, aesthetic, ecological and other types of behaviour (Petrova, K., 2020:48)".
The tendency to introduce innovative technologies in pedagogical interaction requires rethinking and reorganizing
the educational environment in order to activate communication.
"The kindergarten is the place where the child carries out his social contacts to the greatest extent. There the
foundations of interpersonal relationships are laid, which are constantly deepening and changing" (Chuhovska,
2016).
Designing, organizing and actualizing the space in groups is a prerequisite for increasing the dynamics of interaction
and a factor for building individuals confident in their abilities. "Social confidence is formed on the basis of the
experience acquired by the child in the process of communication and interaction with others. It manifests itself in
behaviour seen as a process of communication and activity. Here the growing individuality, driven by an ambition to
be understood and to gain sympathy and status, manifests itself as a cognitive and transforming subject of the self
and the world (Karaivanova, P., 2019:24)".
Play, as a form of transfer and transformation of knowledge about the environment and development of
interpersonal skills, should be organized in a variational space.
The renewal of the play areas contributes to the increase of cognitive activity, increases the possibilities of dynamic
transition from one activity to another when solving didactic and creative tasks. As Nikolova points out,
"pedagogical science has long sought answers to many questions related to the specificity of children's
creativity"(Nikolova, G. 2020:206).
The topicality of the problem of children's communicative and cognitive activity is conditioned by the need to form
sustainable knowledge and personally meaningful skills in order to reach self-development and self-actualization.
Striving for progress in the age period under consideration requires the creation of attractive conditions for the
unfolding of children's potential. "Increasingly there are supporters of the idea of changing not the individual but the
environment in which he functions to ensure the maximum development of his potential (Popova, D., 2020:85)".