Cognitive development of preschool children's personality in the process of the artistic-figurative understanding of the world

Problem and purpose. The article considers the philosophical, psychological and pedagogical aspects of the phenomenon “the artistic-figurative understanding of the world”. The analysis of the pedagogical theory and practice made it possible to identify the contradiction between the requirements of the federal state educational standard of preschool education (FSES of PE) for the restructuring of educational activities in preschool educational organizations (PEO) based on the formation of children’s holistic views and knowledge of the world around them, a child’s personality development in this world and insufficient maturity of integrity of such representations and knowledge of preschool children, as well as inadequate development of a cognitive sphere of personality. The purpose of the articleis to reveal the structure of the concept of artistic-figurative understanding of the world of preschool children and to substantiate the content characteristic of its components in correlation with the cognitive development of the child’s personality. The methodologyof the research is the analysis and generalization of philosophical, ideological, psychological and pedagogical aspects of the problem of the artistic-figurative understanding of the world in the scientific literature, as well as the provisions of the national pedagogical science about the purposes and content of preschool education of children. An important place in the work belongs to psychological theories about the development of sensory perception, imagination, imaginative thinking, attention, memory, intuition and will in children underlying the cognitive development of the individual. Results. On the basis of the study of the problem of the artistic-figurative understanding of the world, the scientific literature presents the structure of the concept of “the artistic-figurative understanding of the world” and substantiates the content characteristic of its components. It also has revealed and logically constructed the connection between the artistic-figurative understanding of the world and the cognitive development of the child’s personality on the basis of specific cognitive and through cognitive processes reflecting the interrelation of sensory and rational cognition. Based on the analysis of the philosophical, ideological, psychological and pedagogical literature, the author concludes: mental operations (judgments, concepts and conclusions) enriched by sensory processes (sensations, perceptions and perceptions) can act as an indicator of the maturity of the artistic-figurative understanding of the world in the mind of man. As a consequence, these processes mobilize all the cognitive functions of the human body and influence the development of attention, memory, will, imagination, intuition, thinking. Conclusion. Children of the senior preschool age need special, purposeful pedagogical conditions for the successful formation and development of the cognitive sphere of the personality. The development of the artistic-figurative understanding of the world among preschool children in the process of musical, creative, heuristic, playful, verbal and cognitive activities contributes to the stated conditions a lot.